Values Education for Peace, Human Rights,

Democracy and Sustainable Development

for the Asia-Pacific Region

for T&her Education and ‘Ikrtiary Level Education

 UNESCO Principal RegionalOfftce for Asia and the Pacific.
Learning to live together in peace and harmony; valueseducationfor
peace, human rights, democracyand sustainabledevelopmentfor the
Asia-Pac$c region: a UNESCO-APNIEVE sourcebookfor teacher
educationand tertiary level education.Bangkok: UNESCO PROAP,
1998.
182 p.

1. PEACE EDUCATION. 2. INTERNATIONAL EDUCATION.

3. HUMAN RIGHTS EDUCATION. 4. DEMOCRACY.
5. SUSTAINABLE DEVELOPMENT. 6. TEACHING GUIDES.
7. ASIA AND THE PACIFIC. I. Title.

370.196

0 UNESCO 199s

Publishedby the
UNESCO Principal RegionalOffice for Asia and the Pacific
P.O.Box 967, PrakanongPost Offtce
Bangkok 10110,Thailand

Printed in Thailand

The designationsemployed and the presentationof material throughoutthe publication

do not imply the expressionof any opinion whatsoeveron the part of UNESCO
concerningthe legal statusof any country, territory, city or areaor of its authorities,or
concerning its frontiers or boundaries.

w.Ac/98/M!81-1ccJo

_~~-~ ----I--- --lr-

 CONTENTS

Introduction ... ... ... ... ... ... ... . .. ... .. . ... ... ... ... ... . .. ... ... . ... . ... ...... ... ... ... . .. i

Chapter One The APNIEVE Philosophy . . . , . . . . . . . . . . . . . . . . . . ... . . .. 1

Chapter Two The Asia-Pacific: Context and ConceptualFramework . . ... . . . 15

Chapter Three Education for Learning to Live Together . . . . . . . . . . . . . . . . .. . . . . . . 19

Chapter Four Guidelinesfor Teaching-LearningMaterials

and SampleLessonPlans . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Peace . . . . . . . . . . . ... . . . . .. . . . . . . . . . . . . . . . . . .. 24

Human Rights . . . . . . . . . . . . . . . . . . . . . . .. . 40

Democracy . . . . . . . . . . . . . . .. .. . . . . . . . ................. 59

SustainableDevelopment . . . . .. .. . .................. 84

Chapter Five The Stateof the Practiceof ValuesEducation

in TeacherEducation: Country Reports .................. 104

Appendices

SuggestedReadings . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................. 133

Declaration and IntegratedFrameworkof Action on

Educationfor Peace,Human Rights and Democracy
(Geneva1994) . . . . . . . . . . . . . . . . . . . . . . . ... ... . .................. 136

Declaration of Principles on Tolerance ._. __ . . ........ .......... 146

Plan of Action to Follow-up the United Nations

Year for Tolerance(1995) ........................................................ 151

YamoussoukroDeclaration on Peacein the Minds of Men ........................... 156

SelectedPapers ............................................................................. 159

Directorv of Particioantsof APNIEVE Meetings ...................................... 175

 INTRODUCTION

APNIEVE is an acronym for the Asia-Pacific Network for International Education and Values
Education.It was born in spring in Seoul,Republicof Korea, during the OrganizationalMeeting
to Form the Network of RegionalExperts in Educationfor Peace,Human Rights and Democracy
(29-31 March 1995). This meeting was a follow up of the 44th sessionof the International
Conferenceon Education (ICE) and the RegionalConsultationof Asia and the Pacific Member
Statesheld during the Conferencein Geneva,October 1994.
The idea of a regional network had been derived from recommendationsand suggestionsput
forward during various regionalmeetingsand workshopsorganizedby UNESCO and its Member
Statesnamely:
The Regional Workshop on International Education Materials and Methods (Bandung,
Indonesia,August 1992),which recommendedthe formation of an Associationof Educators
for International Education.
The Regional Workshop on Enhancing Humanistic, Ethical, Cultural and International
Dimensionsof Education(NIER, Tokyo, February1994),which recommendedthe formation
of a network of institutions and interestgroupsto work in the areasof values educationand
internationaleducation.
The Meeting of Experts from Asia and the Pacific Region to Preparefor the 44th Sessionof
the ICE (Tagaytay,Philippines,March 1994).which recommendedthat within the aegis of
UNESCO-PROAP. an Asia-Pacific Network be formed of institutions and individuals
interestedin promoting the goalsof educationfor internationalunderstanding,peace,human
rights, democracyand sustainabledevelopment.
Following its formation, APNIEVE decidedto offer UNESCOtechnicaladvice and support in the
implementationof its activities in the field of internationaleducationand valueseducation.
APNIEVE plans to produce a series of publications in keeping with its aim to promote and
develop international educationand values educationfor peace,human rights, democracyand
sustainabledevelopment,through inter-countryco-operationamong individuals and institutions
working in these fields. This first volume in UNESCO-APNIEVE Sourcebookseries is for
teachereducationand tertiary education.
It brings togetherthe experiencesand reflectionsof expertsfrom the UNESCO Member Statesof
Asia and the Pacific Region who believethat their region is well endowedwith sharedcultural
and human values. When identified, thesevaluescan serveas vehiclesfor unity, solidarity and
peace,as well as an instrument for democracyand sustainabledevelopment. The vision these
peoplesharefor the future of the regionencompasses:
+ elimination of all forms of discrimination;
l the protectionof human rights and democracy;
l equitable,balanced,humanand sustainabledevelopment:
l protection of the environment;and
+ the integration of contemporaryand traditional humanisticvalues.
Those holding this vision recognize that rapid modemization and urbanization are major
concerns facing Asia and the Pacific region. for they result in economic and technological
advancementwhich is faster than social and cultural development.
Education, which has a fundamentalrole to play in personaland social development,has been
used to create a more skilled work force, but often at the cost of the developmentof the whole
person. The long-term goalsof humanvaluesand moral principles tend to becomeless important
when they have to compete with more immediate economic considerations. Furthermore,
whether industrialized or industrializing, many countries in the region are still in the processof
democratizationand require enormouseffort in the disseminationof the principles of universal
values, such as human rights for all, and in the promotion of a culture of peaceand tolerance. To
this end, education for peace,human rights and democracy (that is, international and values
education)should receivemore attentionand greaterpriority.
Convinced that the changesand the challengesof the future require a better understandingof
others and the world at large, and that they also demand mutual appreciation, peaceful
interchange and harmony, APNIEVE emphasizes humanistic, cultural and international
dimensionsin equippingeachpersonto respondto the needsof the twenty-first century.
APNIEVE increasingly believes in the importance of living together through caring for each
other and sharing. Among APNIEVE countriesthere is an emerging emphasison the dignity of
the human personand the importanceof humanvalues in developinginternational understanding
and co-operation,and in generatingregionaland global solidarity.
Inspired by the “four pillars of education”describedin Learning: the TreasureWithin (the report
to UNESCO of the International Commission on Education for the Twenty-first Century), in
particular the pillar on which the Commission has put greatestemphasis: “Learning To Live
Together”, the APNIEVE expertsgroup met in Malacca, Malaysia (l-5 July 1996)articulated the
Asia-Pacific longing for peaceand harmony and agreedthat a sourcebookentitled Learning to
Live Togetherin Peace and Harm0n.yshould be produced. It would be basedon international
educationand valueseducation,with emphasison peace,harmony, human rights, democracyand
sustainabledevelopmentin the region.
The sourcebookhas three major emphases:
+ the meaningof Learning To Live Together;
+ the core and relatedvaluesneededto live togethersuccessfullyand peacefully;
+ the developmentof learning experiencesthat will help teachertraineesand studentsactualize
such values.
After the Malacca meeting, each of the experts was requestedto complete teaching-learning
modules and lesson plans for each of four areas assigned to them. They submitted their
contributions to the Secretariatto work on, and the draft version was deliberatedupon, reviewed
and fmalized by participantsat the Bandung,Indonesia,meeting(27-30 April 1997).

ii
This publication would not have been possible without the contributions from the APNIEVE
Steering Committee, in particular its President,Dr. Lourdes R. Quisumbing of the Philippines, its
Secretary,Dr. Valai na Pombejr and the experts, namely, Mr. Wayne Muller (Australia), Prof. Hu
Wei (China), Mr. Gouri Sankar Hati (India), Prof. Dr. Mohammad Fakry Ghaffar (Indonesia),
Prof. Akihiro Chiba (Japan), Dr. Cho Nan Sim (Republic of Korea), Prof. Dr. Nik Aziz Nik Pa
(Malaysia), Mr. Earnest Tan (Philippines), Prof. Dr. Twila Punsalan (Philippines), Dr. Vichai
Tunsiri (Thailand) and Prof. Rene Romero (Philippines), who helped develop some sample
lessons. The overall contribution of all the participants at the Malacca and Bandung meetings is
also acknowledged.
This publication is most timely becausethere is a keen interest in values education throughout
Asia and the Pacific region. It is to be hoped that it will provide students and teacher trainees
with useful guidelines for teaching-learning modules and lesson plans on values education for
peace,human rights, democracyand sustainabledevelopment.
Through their efforts, the APNIEVE Steering Committee and experts hope that young people in
Asia and the Pacific region will be equipped with the knowledge, skills and attitudes needed to
live together in peaceand harmony, and that they will be able to play an active part in promoting
a genuine and lasting culture of peacein the Asia-Pacific region and the world.

...
III
 Chapter One

THE APNIEVE PHILOSOPHY

APNIEVE draws its basic philosophy from today’s expressionof UNESCO’s original mandate:
Pence for Development and Development for Peace. Its fundamental mission is the
transformation of the culture of war and violence to a culture of peace,mainly through education
in general and through values educationin particular.
APNIEVE’s principal goals and objectives are to promote and develop international education
and values education for peace,human rights and democracyin the context of a holistic, human
and sustainabledevelopment, through co-operation among individuals and institutions working
in thesefields in Member Statesof the Asia-Pacific Region.
APNIEVE! was organized as a follow-up to the 44th Sessionof the ICE (International Conference
on Education) in Geneva,in October 1994. APNIEVE aims to assist in the implementation of the
“Declaration and the Integrated Framework of Action on Education for Peace, Human Rights,
and Democracy”against a backgroundof sustainabledevelopment.
It likewise underscoresthe 1993 Kuala Lumpur Declaration of the Ministers of Education of the
Asia-Pacific Region (MINEDAP VI), which stated that their overarching concern was the
importance of values, ethics and culture in education.
The Asia-Pacific region has a wealth of sharedcultural human and spiritual values which, when
identified, can serve as vehicles for unity, solidarity and peace,as well as being instruments for
holistic, human and integrated sustainabledevelopment. Each Member State, within its own
peculiar geographical setting, its historical background, stagesof development and culture, can
share its unique experiencein adapting cultural values to the changing needsof the times.
Knowledge and understanding of each other’s cultural traditions, beliefs and practices will
contribute to an appreciation of sharedvalues and aspirations,as well as an appreciation of each
other’s differences, thus contributing to the development of mutual respect and tolerance. In
networking on education for peace and tolerance, human rights, democracy and international
understanding. the APNIEVE experience will provide valuable input for the establishment of
stronger regional and interregional links. leading towards the realization of a sustained global
culture ofpeace.
APNIEVE’s strategies, policies and lines of action are guided by the Integrated Framework of
Action on Education for Peace, Human Rights and Democracy approved by the General
Conferenceof UNESCO at its 28th session. The following strategies,policies and lines of action
are stated in the Integrated Framework of Action:
 * Learning to Live Togetherin Peaceand Harmony *

III. Strategies
13. In order to achieve these aims. the strategies and forms of action of education
systemswill clearly need to be modified, as necessary,in respect both of teaching
and of administration. Furthermore, providing basic education for all, and
promoting the rights of women as an integral and indivisible part of universal
human rights, are fundamental in education for peace, human rights and
democracy.

IV. Policies and lines of action

16. The incorporation into curricula at all levels of education,formal and non-formal of
lessonson peace,human rights and democracyis of crucial importance.

Content of education
17. To strengthen the formation of values and abilities such as solidarity, creativity,
civic responsibility, the ability to resolveconflicts by non-violent means,and critical
acumen. it is necessaryto introduce into curricula, at all levels, true education for
citizenship which includes an international dimension. Teaching should particularly
concern the conditions for the construction of peace; the various forms of conflict,
their cause and effects; the ethical, religious and philosophical bases of human
rights, their historical sources.the way they have developedand how they have been
translated into national and international standards;.__the basesof democracy and
its various institutional models; the problem of racism and the history of the fight
against sexism and all the other forms of discrimination and exclusion. Particular
attention should be devoted to culture, the problem of developmentand the history
of every people, as well as to the role of the United Nations and international
institutions. There must be educationfor peace,human rights and democracy.
It cannot, however, be restricted to specializedsubjectsand knowledge. The whole
of education must transmit this messageand the atmosphereof the institution must
be in harmony with the application of democratic standards.Likewise, curriculum
reform should emphasizeknowledge, understanding and respect for the culture of
others at the national and global level and should link the global interdependenceof
problems to local action. In view of religious and cultural differences, every country
may decidewhich approachto ethical educationbest suits its cultural context.

Teaching materials and resources

18. All people engaged in educational action must have adequateteaching materials
and resourcesat their disposal. In this connection, it is necessaryto make the
necessaryrevisions to textbooks to get rid of negative stereotypesand distorted
views of “the other.” International co-operation in producing textbooks could be
encouraged. Whenever new teaching materials, textbooks and the like are to be
produced, they should be designedwith due eonsiderationof new situations. The
textbooks should offer different perspectives on a given subject and make
transparent the national or cultural background against which they are written.
Their content should be basedon scientific findings. It would be desirable for the
documents of UNESCO and other, United Nations institutions to be widely

1 - -”
 t TheAPNIEVE Philosophy *

distributed and used in educationalestablishments,especiallyin countries where the

production of teaching materials is proving slow owing to economic difficulties.
Distance education technologies and all modem communication tools must be
placed at the serviceof educationfor peace,human rights and democracy.

Teacher training
23. The training of personnelat all levels of the education system - teachers,planners,
managers,teachereducators- has to include educationfor peace,human rights and
democracy. This pre-service and in-service training and retraining should
introduce and apply in situ methodologies,observing experiments and evaluating
their results. In order to perform their tasks successfully,schools, institutions of
teacher education and those in charge of non-formal education programmes should
seek the assistanceof people with experiencein the fields of peace, human rights
and democracy(politicians, jurists, sociologistsand psychologists)and of the NGOs
[non-government organizations] specialized in human rights. Similarly, pedagogy
and the actual practice of exchangesshould form part of the training coursesof ail
educators.
.................................................................................................................................................................................................
.......

Thus. APNJEW’s programmeof activities will include:

+ the sharing and exchange of information on the current situation in the participants’
countries with regard to the development of policies and programmes, and the
implementation of international educationand valueseducationat the teacher-training level;
+ workshops to review existing curriculum models, modules, or materials, and to design
prototype models, modules or materials for adaptation and use in Member States as well as
for pre-testing and evaluation purposes. Efforts to work with other regions involved in
programmes and projects on peace, tolerance, non-violence, human rights, democracy and
international understandingwill be pursued.
To carry out the above activities, APNJEW holds yearly conferencesand workshops with the
support of JJNJZSCOand under the guidanceof a Steering Committee from sevenMember States,
and with UNJXSCOPROAP as Secretariat.
APNJEVJZ’svision of the future is inspired by the report of the International Commission on
Education for the Twenty-first Century, chaired by JacquesDelors, which emphasizesthe need
for each individual to learn how to learn, and requiring a better understanding of other people
and the world at large, peacehI interchangeand harmony, which are sadly Jacking in our world
today. Of the four pillars of education, “learning to live together” is the one most vital to
building a genuine and lasting culture of peacein both the Asia-Pacific region and throughout the
world. The three other pillars - “learning to know”, “learning to do”, and “earning to be” - are
the basesfor learning to live together.
APNJEVE’s definition of “learning to live together”, and the values required for it from the Asia-
Pacific perspective,was arrived at by experts from nine countries who met in Malacca, J-4 July
1996. to reflect on and sllare their views as to what “learning to Jive together” means and what
values are required to achieveit. particularly in the Asia-Pacific context.

~ .-
1 n
 * Learning to Live Togetherin Peaceand Harmony R

Learning to Jive together in peaceand harmony is a dynamic, holistic and lifelong

process through which mutual respect, understanding, caring and sharing,
compassion, social’responsibility, solidarity, acceptanceand tolerance of diversity
among individuals and groups (ethnic, social, cultural, religious, national and
regional) are internalized and practised together to solve problems and to work
towards a just and free, peacefuland democraticsociety.
This processbegins with the developmentof inner peacein the minds and hearts of
individuals engaged in the search for truth, knowledge and understanding of each
other’s cultures. and the appreciation of shared common values to achieve a better
future.
Learning to Jive together in peaceand harmony requires that quality of relationships
at all levels is committed to peace.human rights, democracyand social justice in an
ecologically sustainableenvironment.

1 ---1 n
 t TheAPNIEVE Philosophy *

Figure 1. Learning to Live Together: The Asia-Pacific Perspective

Schematic Diagram of Core and Related Values Needed
to Live Together in Peace and Harmony

CPrhl~hariag ..
CMl,plSSklll .._ .
-Empathy
.. . .
’
/ /

7 n
 * Learning to Live Togetherin Peace and Harmony *

Figure 2. Core values of Peace, Human Rights, Democracy and Sustainable

Development, and related Values which Support Them

‘eace

Yompassion Equality and Justice

-Iarmony Respectfor Human Dignity

rolerance

Jaring and Sharing

nterdependence

3iipathy

Spirituality Appreciation of Diversity

Gratitude Freedomand Responsibility

Democracy Sustainable Development

Respectfor Law and Order

Freedomand Responsibility

Equality FuturesOrientation

Self-discipline Environmental Concern

Active and ResponsibleCitizenship Stewardshipof Resources

Openness

Critical Thinking

Solidarity

PersonalEcology

----- --7-
 * TheAPNIEVE Philosophy a

n Love
. self-worth/self-esteem
. trust and respect
. positive self-criticism
. openness
. deep senseof responsibility
. concern for others
. fidelity/loyalty
. senseof sacrifice
. senseof reconciliation
. courage
. gentleness
. endurance

w Compassion
n kindness
. moral strengtltifortitude
. sensitivity to others’needs
= goodwill
. nurturing
. supportiveness

Harmony
mutual trust and understanding
senseof belonging/cultural worth
co-operation/collaboration
effective communication
concern for common good
senseof reconciliation
desire for consensus

i- n
 * Learning to Live Togetherin Peaceand Harmony *

n Tolerance
. mutual respect
. genuineacceptanceand accommodation
. respectfor personaland cultural differences(unity in diversity)
. peacefulconflict resolution
. acceptanceand appreciationof diversity of cultures
. respectfor minority groupsand foreigners
. senseof humour, courtesy/cordiality,open-mindedness

m Caring and Sharing

. love
. concern
. generosity

n Interdependence
. senseof interconnectednesswith othersand with creation
. globalization/nationalismand internationalism
. senseof subsidiarity
. non-violence
. active participation
. global understanding/mutualrespectamongnations
. creative and collective responsibilityand co-operation
. transformationalleadership
. cdmmitment to the future

w Empathy
. appreciationof the other
. awareness
. concern

n Spirituality
. inner peace
. reverenceand respectfor life
. belief in one’s material and spiritual potential
. commitment to genuinehuman development
. confidencein the human spirit

1- -~---
 w TheAPNIEVE Philosophy *

freedom of thought, conscienceand belief

equanimity/calmness/innerstrength
integrity, genuineness,righteousness
reflective attitude/meditativeness

Gratitude
appreciation
respect
acceptance
 * Learning to Live Togetherin Peaceand Harmony *

n Truth
. right to exist
. freedom of speech,expression.belief and worship

n Equality and Justice

. everyoneirrespectiveof race, sex, caste,religion, ethnicity, languageetc. is recognizedequal
by law
. responsibility

Respect for Human Dignity

respectfor self and others
self-esteem
respectfor the basic rights of every person
love and care
respectfor others’work

n Integrity
. moral uprightness
. ethical behaviour

n Accountability
. personal responsibility
. acceptanceof the consequencesof one’s actions

n Honesty
. consistencyof word and action

Acceptance/Appreciation of Diversity
respect for the belief and culture of different communities and the sovereignty of other
nations
respectfor the culture of other countries
respectfor the rights of minority and disadvantagedgroups

10
 * TheAPNIEVE Philosophy *

n Freedom and Responsibility

. freedom of speech
9 freedom of worship
. freedom from fear, ignoranceand hunger
. responsibility to others

n Co-operation
l preparednessto work with others

11

1 n
 * Learning to Live Togetherin Peace and Harmony *

n Respect for Law and Order

. discipline
. respectfor authority
. mutual trust

n Freedom and Responsibility

. democratic and responsibleway of life
. freedom of expressionand articulation
. respectfor the rights of others

n Equality
. belief in human dignity
. recognition of others’rights, especiallythoseof minorities and the deprived

n Self-discipline
. courtesy
. good behaviour in human interaction
. non-violent conflict resolution

n Active and Responsible Citizenship

. readinessto volunteer
. civic-mindedness
. belief in participation

n Openness
. dialogue and consultation
. negotiation
. open-mindednessbasedon scientific truth and universal values

12

----j- -- n
 * TheAPNIEVE Philosophy *

n Critical Thinking
. rational thought
. scientific outlook
. questioning mind
. searchingfor truth
. well-informed judgement

n Solidarity
. collective decision-making
. co-operation
. team work
. peaceful solution of problems

13
 s I.earninP to Live Topetherin Peaceand Harmonv *

n EffkiencylIndustry
. ecological sustainability
. hard work and industry
. discipline and practical mindedness

n Futures Orientation
. sustainablefuture
. alternative future
. visionary orientation
. senseof mission

n Environmental Concern
. environmental care
. environmental action

n Stewardship of Resources
. reverencefor nature and responsibleconsumption
. social justice
. senseof common good

n Creativity
. creativity in preserving physical, social, cultural resources
. creativity in solving environmental concerns
. flexibility
. adaptability

w Frugality/Simplicity
. reverencefor life
. responsibleconsumption
. effective managementof resources

n Personal Ecology
. reverencefor life (human and natural resources)
. personal care
 Chapter Two
THE ASIA-PACIFIC:
CONTEXT AND CONCEPTUAL FRAMEWORK

n Introduction
The Asia-Pacific region, which includesthe countriesof APNIEVE members,is characterizedby
both rapid changeand an enhancedsenseof identity, which manifestsitself as a growing regional
senseof wanting “to get to know each other better”. Hence, the imperative of “learning to live
together in peaceand harmony”has neverbeenmore important and compelling in terms of both
regional and global considerations.

n The Context
In summary, the following contextual characteristicsof the Asia-Pacific region are relevant to
achieving the outcomeof “learning to live togetherin peaceand harmony”in the region.
1. The Asia-Pacific region is populatedby approximatelyhalf of humanity, with many of these
people experiencing unprecedentedrapid change in their economic, political, social and
cultural lives. Such is the diversity and contrast of the region that it contains some of the
world’s richest and poorestnations; someof the world’s largestand smallest countries; some
of the world’s highest mountainsand most fertile river flood plains; someof the world’s most
isolatedand land-lockedregions,and most fertile and complex archipelagos;and someof the
world’s most populatedand leastpopulatedareas.
2. The Asia-Pacific region is composedof a series of nation states, many of which have
experiencedtraumatic events,including war, revolution and internal conflict this century, but
which, have also experiencedperiodsof great stability.
3. The Asia-Pacific region contains a diversity of the world’s major belief systems - both
religious and secular- which continueto enduredespitechallengesto traditional beliefs as a
consequenceof modemization.
4. The Asia-Pacific region is characterizedby racial, ethnic and cultural pluralism, both within
the boundaries of the individual nation states and across the region. This pluralism is
accommodatedin various ways in the different nation states.
5. The Asia-Pacific region is developingan enhancedsenseof identity as a region as a result of
expandedelectronic, print and physical contact,and economiclinks.
6. The Asia-Pacific region is confronted with the paradox that its citizens are sharing the
benefits of economic developmentunequally,but the risks of this developmentare of great
consequenceto all citizens, both within the regionand globally.
7. The Asia-Pacific region is confronted with a situation where economic developmentand
modernization have been accompaniedby an increasingfocus on the values of materialism
and consumerism,which have the potential to underminesocial and ecologicalsustainability.

15
 * Learning to Live Togetherin Peace and Harmony *

8. The Asia-Pacific region is experiencing social and economic changes, which are affecting
family structures and the roles and occupationalpursuits of individuals within the family.
These changesare having inevitable effects on the role of families as the agents of primary
socialization.
9. The Asia-Pacific region has shared aspirationsfor cultural continuity and economic growth
and development,however, there is a growing recognition of the consequencesof this growth
for individual citizens, family and cultural stability, and the environment. The resultant
tensions require a focus on the future in all political leadership and educational endeavour,
and the acknowledgmentthat this may require both the reaffirmation of traditional values
and the acceptanceof some “new” values, in order to achieve a mix of values that can
facilitate the processof change.
10. The Asia-Pacific region’s shared attributes and changing dynamics are, nevertheless,
embeddedin the broader context of an emerging globalism. Global trends may carry with
them tensions which threaten local, national and regional identities. A frequently cited
example of this is the assertionthat the phenomenonof modemization may lead to “cultural
convergence”between societies, and that this cultural convergencemay lead to a greater
presenceof “western” values at the expenseof local traditional values.

16
 t TheAsia-Pacific.. Context and ConceptualFramework *

n Conceptual Framework
Within the context of the potential emergenceof a global culture, it is important to provide a
conceptualframework for exploring the regional potential of the Asia-Pacific to contribute to the
achievement of a better world. One such possible framework is provided in the following
diagram:

WHAT ARE THE CHARACTERISTICS

OF ASIA-PACIFIC RELEVANT TO CREATING A BETTER WORLD?

SPIRIT
A permeating sense of
An emerging oneness and interconnectedness
global culture If awe and of wonder.
: , Acceptance df
exemf% lfied by I’” I ‘2” diversity
interdependel rice,
Tedhdblogy afxd k Intercultural
luilt$4wironments communication
harmony, creativity, ~i%$re humane, which is peaceful
&iL sustainable co-opearative
empathetic
‘ULTURES
and cultural
Families,
identity
a-to-face groups, HARMONY
communities WITH PEOPLE
which are
Insiitutiorrs and
~g and cooperative
T*ME &
zoompassionate SocialSystems 21st
which are
.j@ I
“PI?CVSTEMS democratic ‘century
CHANGE $$& politically and
Valued &*& which are healthy economically just
1*&. and growing
traditions but sustainably productive,
open to change Communities globally aware
for the better .vhose habitats Species
ate preserved which are
--. -_ surviving and
TONY flourishing
‘ATURE

A Planet which is
Clean and healthy
Reduced in pollution
Co-operatively enhanced
for future generations

Figure 3. (Adapted from the work of Dr. David Dufty, with Permission)

17

1 n
 * Learning to Live Togetherin Peaceand Harmony *

The conceptualframework acknowledgesand endorses:

The centrality of a holistic and integrated approach in learning to live together and in
working for a better world. This implies the need for the co-existenceof the Asia-Pacific
region in the broader global context.
The need for any emerging global culture to be exemplified by values and concepts such as
tolerance, harmony, peace, interdependence,the acceptanceof respect for diversity and
cultural identity, and the centrality of a spirit imbued with a sense of oneness,
interconnectedness,awe and wonder. Such a position would accept a balanced synthesis of
“eastern”and “western” values and “traditional” and “modem” perspectives.
The need for balance between “egocentric” and “ecocentric” considerations in learning to
live together and in working for a better world. This implies the espousing of individual
integrity and ethical relationships, and the acceptanceof a need to preserve and maintain
healthy and growing ecosystemsand an attitude favouring living in harmony with nature.
Also necessaryis a preparednessto work towards repairing the damage already done ‘to
nature, in order to createa clean and healthy planet as a legacyfor fiHure generations.
The needfor each nation state to establishand maintain institutions and social systemswhich
are democratic, respectful of human rights, politically and economically just, sustainably
productive, and globally aware.
The need for respectfor other people and tolerance of their systemsand cultures, combined
with peaceful,co-operativeand empatheticintercultural communication.

Conclusion
In “learning to live together in the Asia-Pacific region in peaceand harmony”, a suitable balance
betweenthe need to think regionally and the need to think globally must be sought. Education of
the people of the region is a crucial factor in the achievementof such positive outcomes, and
central to this educative process will be an emphasis on international education and values
education within a curriculum which emphasizeseducationfor peace, human rights, democracy
and strstoinabledevelopmentfor the Asia-Pacific region.
 Chapter Three

EDUCATION FOR LEARNING TO LIVE TOGETHER

n Introduction
“Learning: the TreasureWithin”, the report of the International Commission on Education for
the Twenty-first Century, chairedby JacquesDelors, and publishedby UNESCO in 1996provides
new insights into educationfor the 2 1st Century.It stressesthat each individual must be equipped
to seize learning opportunities throughout life. both to broaden her/his knowledge, skills and
attitudes, and to adapt to a changing,complex and interdependentworld. It advocatesfour pillars
of education:
. learning to know, that is acquiring the instrumentsof understanding;
. learning to do, so as to be able to act creatively in one’s environment;
. learning to live together,so as to participatein and co-operatewith other peoplein all human
activities; and
. learning to be, so as to better develop one’s personality and to act with ever greater
autonomy,judgementand personalresponsibility.
Education must not disregard any aspectof a person’s potential: memory, reasoning, aesthetic
sense,physical capacitiesand communicationskills.
Among the four pillars of education,the Commissionhas put greateremphasison the one that it
proposesand describesas the foundation of education: learning to live together. This can be
achieved by developing an understandingof others and their history, traditions and spiritual
values. On this basis we can create a new spirit guided by recognition of our growing
interdependenceand a common analysis of the risks and challengesof the future. This may
induce people to implement common projects and to manage the inevitable conflicts in an
intelligent and peacefulway.
Learning to live together is one of the major issuesin educationtoday, since the contemporary
world is too often a world of violence. Although there has beenconflict throughout history, new
factors are accentuating the risk, particularly the extraordinary capacity for self-destruction
humanity has createdin the courseof the 20th century. Therefore,we believe it is necessaryto
devise a form of education which will make it possible to avoid conflicts or resolve them
peacefullyby promoting learning to live togetherwith others,by developinga spirit of respectfor
the valuesof pluralism and the needfor mutual understandingand peace.

a Learning to Live Together in Asia and the Pacific

In the midst of rapid global change,the Asia-Pacific Region,with its unique featuresin terms of
culture, population and socio-economicconditions, is faced with increasing challenges that
require immediate attention. These challengesare relatedto the issuesof peace,human rights,
democracyand sustainabledevelopment. In order to resolvethese issues,peoplesof the region

19

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 * Learning to Live Togetherin Peaceand Harmony *

and peoples of the world should accept their differences but start working on the basis of their
commonalties for the survival of humankind.
Strengths that a country has establishedthroughout the years should becomea fundamental asset
for sharing, caring, helping and working together towards maintaining peace,protecting human
rights, enhancing democraciesand acceleratingdevelopmentin the pursuit of the common goals
of humankind.
Peoples of the region should learn to live together on the basis of mutual respect and
understanding, helping one another, sharing and caring for the benefit of all. Learning to live
together requires a dynamic, holistic, life-long process involving education of all segmentsof
society.
When all qualities attached to the conceptsof learning to live together are considered,education
to achieve peace, human rights, democracy and sustainable development is undoubtedly an
holistic linked process. All values related to peace are linked to those of human rights,
democracy and sustainabledevelopment. Sustainabledevelopment,which covers all aspectsof
human life, cannot be accomplishedwithout peace. Peacecannot be achievedwithout democracy.
It would be difficult to attain democracywhere violations of human rights exist.

n Goals
Education for peace.human rights, democracyand sustainabledevelopmentis predicated on the
development of a senseof universal values. However, these values must be understood in the
context of various Asia-Pacific cultures.
For this purpose, education must prepare every individual with the enabling skills essential for
managing life in a rapidly changing world. Consistentwith this, the goals of educationfor peace,
human rights, democracyand sustainabledevelopmentwill be:
. to develop love for humankind am. the environment;
. to create awarenessof the importance of living in harmony with each other and with the
environment;
. to develop in individuals the skills of interpersonal communication in order to promote
understanding,acceptanceand tolerance;
. to enable individuals to give and receive;
. to create an awarenessof the solidarity of humankind irrespectiveof race, religion, creed and
culture;
. to create awarenessof the uniquenessof individuals in their socio-cultural context;
. to enhance the quality of human relationships through a sense of dignity and equality,
mutual trust, and an appreciationof others’beliefs and cultures;
. to promote active participation in all aspects of social life, and to ensure freedom of
expression.belief, and worship;
. to develop effective democraticdecision making that will lead to equity, justice and peace;
. to create awarenessof the needfor individual freedom and autonomywith responsibility;
. to develop the skills of reasoning,to enablelearnersto make informed decisions;

20
 * Educationfor Learning to Live Together *

. to create an awarenessof the environment that will promote sustainabledevelopment and

continuity of the human race.
Learning to live together in peace,respectinghuman rights, practising democracyand achieving
sustainable development requires a coherent and integrated approach to ensure learner
involvement that has an impact on every aspectof the learner as an individual. This approach
will involve an integrated curriculum framework, appropriate teaching strategies, a variety of
approaches, techniques and resources,access to key international documents and the direct
involvement of studentsin internalizing and practising thesevalues in realistic situations. These
requirementsare enlargedupon below.

1. An Integrated Curriculum Framework

An integrated framework for curriculum implementationconsiders:
. the integration of the values of peace,human rights, democracyand sustainabledevelopment
acrossthe curriculum;
. the linkage betweenformal and informal networks of learning, including the links between
school and the community;
. local. national, regional and global needs;
. the special needs of students according to age, socio-economic background, ability and
gender;
. the identification of appropriateresourcesto meet the needsof students;
. the inclusion of formative feedbackfor the learner’s improvement and development

2. Teaching Strategy
Peace, Human Rights, Democracy and Sustainable Development education are integral
componentsin Values Education, Moral Education, and Ethics coursesfor trainee teachers.
The major strategiesused in teaching thesecoursesmay include the inculcation and clarification
of valnes, the posing of moral dilemmas, values analysis,action learning, evocative strategiesand
the social action model.
Transpersonalstrategiesmay also be used, such as meditation, visioning, introspective analysis,
psychosynthesisand others.
In using the strategiesabove, important considerationmust be given to the holistic and confluent
approach to values formation. The learner as a total person is of foremost consideration in values
teaching.

3. Variety in the Approaches, Techniques and Resources Used

The teaching and learning of vahtes will be based on a variety of approaches,techniques and
resourcesto ensurethat they are taught in the most meaningful and effective way. Course content
will include:

21

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 + Learning to Live Togetherin Peaceand Harmony *

. explanation of values;
. analysis of values;
. social action:
. the developmentof affective, cognitive, social and spiritual values.

4. Access to Key International Documents

To obtain the key international documents,such as the Declaration and Integrated Framework of
Action on Education for Peace,Human Right and Democracy(Geneva, 1994) and the Declaration
of Principles of Toleranceand Plan of Action (Paris. 1995) refer to Annex.

5. Student Involvement
The straight lecture and one-way classroominstruction should be kept to a minimum, with active
methods directly involving studentsbeing preferred, such as:
Group discussionand group dynamics
Simulation and role-play, such as mini UNESCO conferences
Indepth researchand individual assignments
Field visits and studies
Volunteer work for those less fortunate
Internet communication with ASP projects, both within one’s own country and with other
countries
Participation in and observationof national and international conferences
Teaching practice
Extensive use of massmedia

6. Realistic Situations
The four core values need to bc taught and practised in realistic situations so that students
develop a commitment to adopting and promoting thesevalues in their own community settings.

I Evaluation
The assessmentand evaluation of student teachersin educationfor democracymust be reciprocal.
While professors/instructorsevahtate students’performance, the students should evaluate and
assessthe effectivenessof the training programmeand the instructors’training methods.
Students’performanceshould not be limited to the acquisition of knowledge and information, but
should cover the entire range of attitudes, emotions, aspirations and experiences, especially
voluntary activities. Furthermore. assessmentshould ideally be made in consultation with
studentsso that they also understandthe value of assessmentand evaluation.

22

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 * Educationfor Learning to Live Together *

The goal of educationfor democracyis to enhancethe quality of human relationships. Evaluation

and assessmentshould be made on a continuing basis, with evaluation being considered one of
the means of promoting students’ personal growth, rather than being a ‘one-shot’ test of
knowledge.
Particular aspectsof personalgrowth to pay attention to in evaluation and assessmentare:
. An ability to diagnosea problem
. The capacity to take part in discussionsand listen to others
. An ability to make a clear analysis
. An ability to find solutions to problems in co-operationwith others
. Voluntary participation, co-operationand service
. Constructive approachrather than authoritarian altitudes
. A willingness to shareand care

23

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1 n
 Chapter Four
GUIDELINES FOR TEACHING-LEARNING MATERIALS
AND SAMPLE LESSON PLANS

An important strategy in the promotion and developmentof international education and values
education is the provision of resourcesto enhancethe values education curriculum in teacher
training programmes.
The following guidelinesand samplelessonplans have beendesignedto supportthe goals related
to the four core values of Peace,Human Rights, Democracyand SustainableDevelopment,which
are central to the theme of “Learning to Live Togetherin Peaceand Harmony”.
The guidelines and sample lessonplans are intendedto provide inspiration and a stimulus for
curriculum development. It is anticipatedthat teachertrainers will use theseresourcesas a basis
for developingof programmesbest suited to their own context.

w Introduction
‘Peace must begin with each one of us. Through quiet and serious reflection on its
meaning, new and creative ways can be found to foster understanding, friendship and
co-operation among all people. ” (J avier Perez de Cuellar, Secretary General of the
UlV, September 1986).

It is a truism that one cannotgive what he/shedoesnot have. Conversely,one cannot be at peace
with others and the world if he/she is not at peacewith himself/herself. Many people find
themselvesin trouble with others becauseof their inability to control themselves:an inability to
stay calm amidst external pressures. Some peoplebecomeeasily confused,fretful and violent
when suddenlyunder pressure,then wonderafterwardswhy in the world they have harmedothers
and why they cannot seemto accountfor their actions. Reactionsof this kind may be indicative
of a person’s needto look inward - harmonizingthoughts,motives,words and actions - to get in
touch with the inner self where peace,strength and truth reside. Peacefrom within consists of
pure thoughts. pure feelings, and pure motivesand wishes.
Peaceis a rare commodity in today’s world. This is evidencedthrough the dissatisfaction/worries
of individuals and through a lack of properunderstandingbetweenpeopleof different nations and
communities.
A culture of peaceis necessaryfor a meaningful life together. In a world where there is great
diversity in personal, social and cultural ways of being and living, possessionof significant
human values can overcomethesedifferencesand ensurepeaceand solidarity.

24

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---T- _7_-
 * Guidelinesfor Teaching-LearningMaterials *

The processof peacebuilding starts from within the heart of each individual; when this is shared
with other groups and cultures, it can lead to peace.

I Goal
This section aims to empower the students with concepts, values and skills in invisioning a
peaceful future, setting goals, relating sub-systemsto the whole, and planning for system-wide
changesfor global peacethrough the developmentof significant related values.

n Objectives
. To conceptualizecomponentsof peace.
. To recognize how each person and each cultural group interrelates in the local and global
socio-cultural system.
. To analyze, evaluate,createmodels/paradigmsfor a better future.
. To express one’s reasoningand genuine feelings when making judgements about local and
global problems.
. To relate one’s decision effectively to thoseof the group to which one belongs.
. To commit oneself to participate effectively and responsibly in local, national and global
programmesfor promoting and practicing peace.

I Strategies/Approaches
1. Teaching strategies
Teaching peace in the classroommay be done most effectively through the use of introspective,
transpersonal or evocative strategies, such as meditation, psychosynthesisand positive social
interaction.

2. Cross-curricular studies
Peaceeducationcan be integratedwith subjectmatter acrossthe curriculum, for instance:

0 Language
. Writing essayson peace
. Studying intercultural works about peace
. Information exchangethrough newslettersor brochures

0 Social Studies(History, Economics,Politics, Culture)

. Simulation activities on inter-country conflict resolution
n Group dynamics on international relations
. Community activities
.

2s
 * Learning to Live Togetherin Peaceand Harmony *

0 Science
. Discussing or reflecting on the ethics and responsibilities of scientists and the users of
technology (e.g. in inventing and using the atomic bomb)
. Debate

o Arts
. Artistic representationof students’imagesof violence and peace
. Preparing posters,slides, and materials for campaignsfor peace

3. Schoolroom Activities
Peaceeducationcan be taught through various activities in schools,such as:
o Communication betweenchildren of various groups/cultures/countries through
. the exchangeof letters
. the exchangeof work
. student/facultyexchange
o School-basedactivities involving parents, teachersand students(this might include a parade,
Peaceeducationorientation workshopsand forums)
0 Volunteering to aid another country’s citizens who are in difficulty
0 Gamesand ways of developinggroup awarenessto overcomeprejudicesand stereotypes

4. Peace Education Outside School

Peaceeducationbeyondthe schoolroomcan be promotedthrough:
CI Community outreach programmesfor the lessfortunate
0 Activities through various social and international organizations (or institutions)-UNESCO,
UNICEF etc.

5. Learning Materials
The following guidelines can be usedin developinglearning materials for peaceeducation:
0 The materials should give practical help in teachingand learning about peace.
0 The materials should suggest various methods that can promote students’ active
participation.
0 The materials should be able to meet the particular needsof a country or teacher. In this
respect,the materials are not a completeset, but an ongoing series.
0 The materials stimulate students’interest in understanding more about other groups or
cultures.
0 The materials contain casestudiesshowing how conflicts betweenpeople and countries have
been resolvedpeacefully.
0 The materials highlight the most urgent problemschallenging world peacetoday.

26
 * LessonPlans on Peace *

LESSON PLAN 1

n Title
Sample lessonon Spirituality

n Objectives
At the end of the lesson,studentswill be able to:
a) recognize the qualities of inner strength that help them stay peaceful at all times, eipecially
when facing personalproblemsand conflicts;
b) expressthe importance of equanimity/inner peace;and
c) practice bringing themselves to moments of silence and meditation as a strategy for
experiencing inner peace.

I Related Values
Spirituality, inner peace,equanimity

n Procedures
1. Preliminary Activity
a) Have the class form five groups.
b) Ask for a volunteer from each group. Let the five volunteersstep outside the classroomso as
not to hear the instructions to the rest of the class. While waiting outside, they may be
instructed to sit, keep silent and try to meditateby themselvesin preparation for the activity.
c) While the five volunteersare out of the classroom,give the groupsthe following instructions:
. Upon their return, ask eachof the five volunteersto sit in the middle of the group.
. Ask them to listen to soft instrumental music that will help them achieve some moments
of silence. They should tly as much as possible to become calm and to avoid personal
thoughts and anything external.
. After 30 seconds,the group members will do things to try to distract the volunteers.
However. no physical contact with the volunteersshould be allowed.
. The object of the activity is to determineif the volunteersare able to maintain their inner
stillness amidst the external distraction for around five minutes.

27

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 * Learning to Live Togetherin Peace and Harmony *

d) Processthe activity:
. Ask the volunteers to share their experiences.They may relate whether they were
successfulin achieving inner stillness, how they did it, what they felt, and what insights
they have gained.
. Ask other group membersto sharetheir thoughts and feelings about the activity.
= Lead the class in discussion of the importance of regularly practising achieving inner
stillness for a few seconds/minutesto calm one’s nerves,especially in times of pressure,
and to better deal with the tensionsand other stressesin daily life.

2. Main Activity
a) Play soft meditative music while the students try the following relaxation exercises: a
relaxation exercise.Describethe exerciseby saying:

“Sit comfortably with both feetflat on thefloor and with your back against the chair.
You may close your eyes. feel your legs relax...your thigh relax...your hips and
shoulders relax..and your head relax. Breathe deeply...i.:hale...exhale. Listen to your
breathing...andpou may listen to the beating of your heart. Now you feel relaxed and
light. ”

b) Proceedfrom the aboveexerciseto a visualization, saying:

“Now, there are scenes that/lash into your mina!..scenes of things that had happened
to you in the past. Try to look for that most significant event when you felt yourself
strongest. You felt strongest then because you were able to overcome adversities,
personal conflict or a very serious problem. You had the strength to overcome the
tensions and pressures that crisis brought you or your family. Wtih that special
strength of yours, you were able to maintain inner peace. Now, feel that moment when
you had that strength and you were at peace with yourself having finally overcome
that crisis through your strength and inner peace. ” (Pause)
“You are still feeling strong, relaxed, peaceful and happy! At the count of three, you
will slowly open your eyes. Take a deep breath. One, two, three.”

c) Ask the students to form groups of three. Let them share their answers to the following
within the group:
. What was the conflict you recalled?
. What qualities gave you the strength to overcomethe problems/pressuresof that personal
conflict?
. How did you make yourself remain calm/peacefulduring thoseevents?

3 Analysis
a) Let the studentssharetheir thoughts, feelings and any personal insights they gained from the
activity and their sharing of the experience.
b) Other questionscould be asked.such as:

28
 * LessonPlans on Peace *

. Was it easy/difftcult to overcomethosepersonalconflicts?

. What made it easy/difficult?
. Do you feel you still have that strength in you now?
. How is this strength manifestedin your family life?
. What pressures/conflictsdo you frequently meet at present?
. How do you managethesewith equanimity?
c) Let the class infer the ultimate sourceof their inner strength (God, Creator).

4. Abstraction
Deliver a lecturette basedon the following:

VALUE CONCEPT: The centre of our spiritual consciousness, where we find our
inner peace and strength, can be experienced within us from moment to moment. We
experience inner peace when we become more conscious of our inner life. Focusing
our thoughts andfeelings, having a still mind and heart allows us to feel at peace with
ourselves. Doing this helps us develop our discernment, alertness and intuition,
charity, compassion, and our desire to care for others.

5. Application
Ask the studentsto make a personaldevelopmentplan (PDP) in their journal on enhancing one’s
inner peace. The PDP may be set out in the following format:

Activities
--x----__.-.-_
Example:
1. Listening to sotI music
2. Silencing oneself
3. One minute of meditation
4. Mind-Body relaxation exercise
5. Reflection on a piece of verse
6. Recollection of what happenedduring the day.

6. Closing Activity
End the sessionwith one minute of meditation with soft music playing in the background.

m Evaluation
a) Use a written quiz to assesscognitive objectives:objectives(a) and (b) above.
b) Observation of group activities in practising experiencinginner peace.

29

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 * Learninn to Live 7’oPetherin Peaceand Harmonv *

LESSON PLAN 2

n Title
Sample lessonon Global Solidarity

n Objectives
At the end of the lesson,the studentwill:
a) be aware that there are many people all over the world who are in dificulties caused by
political/religious conflicts or natural disasters;
b) understandthe importanceof global solidarity, and willingly participate in promoting it.

n Related Values
Global solidarity: global understanding,mutual respectamong nations.

n Procedures
The main processof teaching is in discussingthe issuesof concern. Discussion takes place mostly
among students. The teacher’s role is to focus on the main issues,to stimulate students’thinking
and responses,to arbitrate their disputes,to motiva’tetheir participation, and so on. In this lesson,
the teaching-learning processis focusedon learning about the necessityof peacein the world and
the importance of global solidarity.
The teaching procedure of this module is: highlighting the issues -+ discussing the issues -+
asking “why” questions --+ motivating to act. This is a typical moral education class teaching-
learning process. Through this procedure.studentscan learn relevant knowledge, skills, attitudes
and values.

1. Highlighting the Moral Issues

a) Presentpictures and articles from newspapershighlighting dificulties for people causedby
political/religious conflicts or natural disasters(choosematerial that is as recent as possible
and related to events which provoked much argument in your society. and in which many
studentswill be interested).
b) Investigate areas of conflict: the kinds of difficulties people face and the causesof conflicts,
etc.
c) Imagining the sufferings of the peoplein the areasof conflict.

2. Discussing the Issues

4 Discuss what the people who live in areas of conflict should do: for instance, by being
tolerant of other people’s religions or political ideologies, understanding other nations’ or
races’cultures. not invading other people’s rights. etc.

30
 * LessonPlans on Peace *

b) Ask what peoplewho live in areasbeyondthe conflict should do: for instance,by reconciling
the conflicting nations or races,sending relief goodsand volunteers, etc.
c) Discusshow to help nations or peoplessuffering from extreme poverty and diseasecausedby
natural disaster: for instance, by sending relief goods and volunteers, or by participating in
the activity of international co-operativeorganizations.
d) Look into the international co-operativeorganizations and their activities: UN (activities of
preserving world peace), UNICEF (activities helping suffering children and women),
UNESCO (activities involving education),etc.
e) Discuss young people’s activities aimed at achieving peace in the world: for instance, by
sending volunteers, relief goodsand funds to starving peoples,participating in peace-keeping
activities initiated by the UN, or by taking part in various activities concerned with such
things as preserving environmentsand anti-nuclear movements,etc.

3. Asking ‘Why’ Questions

a) Why should all countries or peopleshelp each other to solve global problems?
b) Why do people set up international co-operativeorganizations?

n Evaluation
The knowledge, skills and attitudes expectedto be learned from this lesson can be evaluated by
observing the discussionprocessand by conductingwritten tests.

31

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 s Learning to Live Togetherin Peace and Harmony *

LESSON PLAN 3

n Title
Sample lessonon Interdependence

n Objectives
At the end of the lesson,the studentswill:
a) have heightenedtheir awarenessthat they belong to systems,and that they play a significant
role in the developmentof thesesystems;
b) appreciatea need for more interdependentefforts.

n Related Values
Interdependence:interconnectednesswith others, active participation

n Procedure
1. Divide the class into groups of five. Each member in the group is then assigned a role. For
instance, if you have decided to study the family as a system. assign the following roles:
father, mother. grandparent,son, daughter.
Ask each small group to hold hands in a circle. Tell them that at no point during the game
should they let go of their hands. If they do so, the systembreaks down. This means that the
game requires a large spacein which the different groups can move.
Tell the groups that you will announcethat a certain member (or members) of the system
have problems. The person(persons)taking that particular role, will then have to fall. This
meansthat the other membersof the group will have to muster enough strength to hold on to
the member who has the problem. This step will be repeateduntil all the group members
have had a chance to fall. You may increasethe difficulty by announcing two or three and
four membersto simultaneouslyhave problems.
This activity servesboth as an ice-breakerand as an introduction. The class will have f?m at
first, after which, they will share some of their insights. Most probably, their realizations
will revolve around the awarenessof belonging to a systemand how each one is accountable
to the system. With this, introduce the value of interdependence.
Invite the studentsto completea self-awarenessactivity. Give each a piece of paper, such as
the activity sheet shown below. Ask them to reflect on their personal experienceof systems
and of the value of interdependence.

32

---T -I------- n
 * LessonPlans on Peace *

$j:;Name a systemyou presentlybelong to.

j;;
g (i.e. family, school, peer group)
$:i-.....-..-..-.,-,
_.--_.__ ,..--.-_l----..........._l_-..-- -
$ Identify the roles you play in this system Identify your feelings about this role.
+.v..
g ..----. --P-P--_.-.-
# Indicate the positive influencesyou experiencein Indicate the negative influencesyou
$ this system. experiencein this system.
:;:
!f Use brainstorming to list a possible action you Use brainstorming to list an interdependent
!i3 can personally take to improve the system. moire that the group could consider to
iii improve the system.
;;i
..:.:.:.:.:.:.:.:.:~:.;.:.:.:.:.:.:.:.:.:.~.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.:.~.~.:.:.:.:.:.:.:~~.:.:.~:~~:~~:.~~~
...~_.....
_..;.;.~..;.):.:.:.51>:.:.:.:.:.>;.:.;.:.

6. A student can work on as many systemsas she/he desires. After some time for personal
reflection, the teacher suggeststhat each person shares his/her work with two or three
classmates.
7. When each small group is through sharing, draw out some of the learning, insights and
realizations studentshave gained from this activity.
8. The class can be brought together and students asked to create a sentenceusing the word
“interdependence”,

n Evaluation
Evaluation involves observationof students’activities within the teaching-learning processes.

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 t Learning to Live Togetherin Peaceand Harmony *

LESSON PLAN 4

n Title
Sample lessonon Harmony through Effective Conflict Management

I Objectives
At the end of the lesson,the studentswill be able to:
I. realize the importance of co-operation and a win-win attitude in the effective resolution of
confhct;
2. assesstheir behavioursand attitudes with regard to their own conflict management.

n Related Values
Harmony, co-operation/collaboration.effective communication, senseof reconciliation.

n Procedure
I. This lessoncan be conductedin two sessions. The first sessioninvolves a game. Invite two
to five volunteers to come forward. The rest of the class will act as observers. Ask the
volunteers to look around the room and mentally select a spot. They should not let anyone
know which spot they have selected. When they have made their choice, they raise their
hands.
2. Once all live have raised their hands, ask them to form a circle with their backs to each
other, then. ask them to lock arms to form a close circle. Tell them that at no point of the
exercise are they to let go of each other’s arms, otherwise the circle breaks and the game is
over.
3. Tell them that at the signal of “go.” they are to move to the spot they have selected. They
must do this without talking to each other. The observers watch carefully to see what
transpires.
4. After the first round, gather the audience’sobservations. If the first group happensto end up
struggling against each other, invite another group of volunteers who believe that the same
procedurecan be repeatedwithout a struggle, No one should be hurt in the exercise.
5. Repeat this procedureuntil a group is able to illustrate an absenceof struggle becauseeach
member gives in to the others insteadof competing to move to their own spot immediately.
6. After each round, gather the observations. When there is a contrast between a group that
competes (with a win-lose orientation) and a group that co-operates (with a win-win
orientation), elicit students’insights into what they have learnt from the experiencethat can
be of help in conflict managementand resolution.

34
 * LessonPlans on Peace *

7. Having introduced the concept of co-operation and win-win in resolving conflict, in the
secondsessioninvite the studentsto reflect on their personal experienceof conflicts and their
way of managing them. This is done through the use of an autobiographical questionnaire.
Give each student sevenpieces of paper. Read the first of the following questions aloud for
them to ponder on. Ask them to write short phrasesin answer to the question on one of the
pieces of paper. Repeat this procedure for each of the questions, allowing sufficient time
betweenquestionsfor studentsto work on eachone. The questionsare as follows:
a) Reviewing your life, who are the peopleyou have found yourself in conflict with?
b) What issuesusually surroundyour conflicts?
cl How did you feel each time you found yourself in conflict with someone?Do you notice a
general pattern with regards to the way you feel towards conflict? Fear? Irritation?
Resentment?Confusion?Unhappiness?
4 How do you usually handle conllicts - through fight, flight or not facing up to resolving
them? Once again, do you notice a general pattern in the way you usually deal with
conflicts?
What accountsfor your feeling/s and/or behaviour/s towards conflict? What factors in
your life influence your response?
What usually results from the way you handle conflict situations?
What alternatives might you consider for handling these conflict situations more
effectively?

8. Having given studentstime to reilect on the questions,suggestthat they share their responses
with a partner.
9. The group as a whole could then share any insights and discoveriesthey have drawn from
this activity. To facilitate the discussion, the following sentencestems could be used as
starters:
a) Through this activity, I was particularly struck by...
b) I becamemuch more aware of...
c) I once more realize that I...
d) It made me happy/disappointedto seethat I...

IO. Summarize their findings with a brief discussionon conflict. Then challenge them to come
up with a specific action to undertake:“As a result, I am seriouslyconsidering...“.

n Evaluation
1. Review of the students’written work.
2. Observation of the students’activities and discussion.

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 * Learning to Live Togetherin Peaceand Harmony *

LESSON PLAN 5

I Title
Sample lessonon Appreciation of Cultural Diversity

n Objectives
At the end of the lesson,the studentsare able to:
I. express the importance of tolerance for personal and cultural differences in attaining peace
and international understanding;
2. appreciatethe conceptof unity in diversity;
3. suggestpersonalapplications for the value of tolerance.

n Related Values
Tolerance, respectfor personaland cultural differences.unity and international understanding

n Procedure
I. Preliminary Activity
a) Have the class sing the following song or one that has a similar messageand is more
culturally appropriate:

Getting To Know You

(From 7% King and I)

Getting to know you

Getting to know all about you
Getting to like you
Getting to know what to say
Getting to know you
Put it my way but nicely
You are preciselymy cup of tea
Getting to know you
Getting to feel free and easy
When I am with you
Getting to know what to say
Haven’t you noticed
SuddenlyI’m bright and breezy
Becauseof all the beautiful and new things
I’m learning about you
Day by day

36
 * LessonPlans on Peace *

b) Ask a few studentsto summarizethe messageof the song.

c) Let them completethe following stems:
. When we get to know others, w,
. Accepting and respectingothers as they are will..

2. Main Activities
Divide the students into ten groups. Let the groups draw lots to determine which of the situations
listed below each will creatively presentto the whole class.
a) The first day of school in Russia is a festive celebration. Bands play and decorative
banners are hung while parents and neighbours watch as students stream to school
bearing bouquetsof flowers for their teachers.
b) Astrology is a guiding force in countries such as Bhutan. Astrologers are often consulted
as to the best time to plant crops. make a journey, or marry.
c) In the Philippines, national flags are hung from windows and railings to celebrate
IndependenceDay. In Denmark, the national flag is used as a decoration on birthdays,
when flags are also hung from windows and railings. One can always tell who is having
a birthday.
d) In Thailand, New year’s Day is celebratedin mid-April, which is usually the hottest time
of the year. Everyone has great fun splashingwater, which is thought to wash away the
evils of the past year.
e) Many African people have rainmaking dances that take place at specific times of the
year when drought threatens.
r) In India, it is considereda bad omen to say “good bye”. Instead. people say “Go and
come back”.
g) In Libya. girls are encouragedIO find work rather than attending school, while children
in Korea and Japanare pressuredto excel in school by their parents.
II) In Ghana, flmerals are happy occasions.It is believed that the deceasedlook after the
living. which is a causefor rejoicing.
i) Jewish boys all over the world are consideredadults according to their faith when they
reach the age of thirteen.
j) In the Middle East, Italy and Spain. boys and men outwardly show affection by
embracing one another and kissing on both cheeksin public.
k) In Belgium. Ihe birthday celebrant is pricked with a needlefirst thing in the morning to
drive away evil spirits.
Give each group a few minutes to prepare for a two-minute creative presentation depicting the
cultural tradition describedabove.

3. Analysis/Processing
a) Elicit the students’feelingsabout the presentationsand any insights they gained.

37

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 * Learning to Live Togetherin Peace and Harmony *

b) Allow them to relate other cultural traditions, practices or beliefs they know of that are
practised by other peoplesin the world.
c) Ask for further commentsand feelings about thesepractices.
d) Let the studentsthink of similar local practices.
e) Ask them why they think peoplesaround the world have different practicesand beliefs.
t) Ask them if they would be comfortable living with people who had different practices,
beliefs and traditions. Let them explain their responses.
g) Lead the discussion to the value concept of peaceand tolerance and the importance of
“learning to live together in peaceand harmony”.

I Abstraction
Deliver a lecturette basedon the following:

VALUE CONCEPT: Learning to live together in peace and harmony implies

tolerance. “TOLERANCE” is respect, acceptance and appreciation of the rich
diversity of our world’s culture, our forms of expression and ways of being human. It
is fostered by knowledge, openness, communication, freedom of thought, conscience
and belief TOLERANCE is harmony in difference. It is not only a moral duty, it is
also a political and legal requirement. TOLERANCE, the virtue that makes peace
possible, contributes to the replacement of the culture of war by a culture of peace.”
(IJNESCO Declaration on the Principles of Tolerance 28th General Conference,
I6 November. 1995)
Tolerance is the key to peaceful co-existence. Peaceful people are tolerant people.
They recognize deep in their hearts the uniqueness and diversity each person
possesses, and that these differences can be complementary rather than divisive.
Genuine acceptance and accommodation blossom in relationships as each person’s
understanding and open-mindedness grows.
Conflicts and misunderstandings mav occur, but the tolerant person is able to
transform these conditions to positive ones by developing an ability to quell heated
emotions.
“Tolerance is not concession, not indifference. Tolerance is the knowledge of the
other. It is mutual respect through mutual understanding. Man is not violent by
nature. Intolerance is not in our genes. Fear and ignorance are the root causes of
intolerance, and its patterns can be imprinted on the human psyche from an early
age. ” (Federico Ma.vor, Director-General of UNESCO,A Yearfor Tolerance, 1995)

n Application
Have the studentscomplete the resolution below.

38
 * LessonPlans on Peace *

A Resolution

In the past, I have been intolerant of other people’s,

Now that 1 have learned the value of tolerance.from now on. I will become

. . .
Signature

. . . . .
Witness

n Closing Activity
Have the class recite the following:

He prayed it wasn’t my religion.

He ate it wasn’t what I ate.
He spokeit wasn’t my language.
He dressedit wasn’t what I wore.
He took my hand it wasn’t the colour of mine.
But when he laughed it was how I laughedand when he cried it was how 1 cried.

Amy Maddox, I6 yearsold

Franklin Community H.S.
Bargersville. Inc.
In Teaching Tolerance, Spring. 1995

n Evaluation
1. Written quiz
2. Observation

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 * Learning to Live Tbgetherin Peaceand IIarmony *

n Introduction
All human rights are universal, indivisible, interdependentand interrelated. Education is the
most effective means of developing values related to human rights. Education for human rights
must develop the ability to value freedom of thought. conscienceand belief; the ability to value
equality. justice and love; and a willingness to care for and protect the rights of children. women,
workers, ethnic minorities. disadvantagedgroups,etc.
The first step in enhancing understandingand actualizing values related to human rights is to
teach students what their shared rights and freedomsare, so that these may be respectedand a
willingness to protect those of others will be promoted. Teaching and learning activities must
focus on values which preservelife and maintain human dignity. Each student should be given
ample opportunity to evaluate the realization or non-realization of core values related to human
rights in his/her own life. However, forming and maintaining this sensitivity is not enough.
Each student must developan ability 10react to violations of human rights.

n Goal

Education for human rights is aimed at developing in every individual a senseof universal values
and the types of behaviour on which a culture of living together peacefully is predicated.

n Objectives
The objectivesof a curriculum for educationon human rights are as follows:
I. To strengthenand enhanceconduct and behaviour in line with the moral values and attitudes
related to human rights.
2. To be aware of. understandand internalize the values related to human rights.
3. To make rational, moral and ethical decisionsin keeping with human rights
4. To develop the practice of consistently observing sound moral principles related to human
rights in daily life.

n Strategies/Approaches
I. We should let studentsknow that peopleare born with the right to exist. and to have freedom
of speech.espression and belief. We should make students aware of their right to decide
their actions and take responsibility for their choices. Social norms and structuresshould not
be allowed to exist at the expenseof individual interest or the interests of any particular
section of society. The nation and society have a duty to secure human rights. We should
also teach studentsthe values of equality.justice, love and care

40
 * Human Rights *

2. In values education, the teaching strategiesused are of crucial importance becausethey are
directly related to the message:indeed, they are part of the message. In brief, messagesof
values education for enhancing understandingand realization of human rights are as follows:
a) To help students understandthe concept of human rights at all levels and to encourage
respectfor rights.
b) To help students understandthe nature of violation of human rights at all levels and to
develop means of combating it, and to develop violation avoidance and violation
resolution skills.
c) To help studentsunderstandthe concept of core values for human rights and to develop
meansof internalizing thosevalues.
d) To help students to develop a senseof their own worth and to encourage respect for
others.
There are three approachesto learning core values with respectto human rights: learning about
human rights. learning how to uphold them, and learning through practising them.

1. Learning about Human Rights

Learning about core values for human rights involves learning about the key international
documents on human rights (such as the United Nations Declaration of 1984 and the European
Convention of 1950). the principal concepts(civil and political rights, social and economic rights,
fair treatment, due process), the list of core values (equality, justice, loving, etc.), and will,
perhaps.explore the violation of human rights through individual casestudies.

2. Learning How to Uphold Human Rights

Learning about the core values related to human rights will require not only the acquisition of
relevant knowledge, but also the developmentand practice of the skills necessaryfor the defence
and promotion of these values. This will undoubtedly include the development of effective
communication skills, and the skills necessaryfor co-operation,negotiation, and decision making
and. probably. the skills neededfor non-violent action and campaigning.

3. Learning through Practising Human Rights

The knowledge and skills learnt in studying the core values and how to uphold them need to be
reinforced through the very nature of the classroom environment: the quality of interpersonal
relationships and the methodsof teaching and learning should exhibit an intrinsic respectfor the
rights of studentsand of the teacher. In general. this type of learning aims to:
a) encourageinterpersonalrelationships:
b) decrcasclevels of student anxiety;
c) promote divergent and constructive thinking;
d) encouragepeer learning;
c) facilitate conceptualand experiential learning;
0 encourageopen, effective, creative, and accuratecommunication.

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 * Learning to Live Togetherin Peaceand Harmony *

Core values related to human rights can be explored through experiential learning. Experiential
learning essentially involves an exploration of personal feelings, attitudes. and values, a process
through which the developmentof cognitive skills can take place, either during the experienceor
on later reflection. When developing core values for human rights, studentsneed to be exposedto
factors contributing to the violation of human rights in practice, such as:
1. too much emphasiswithin a country on economic considerationsat the cost of equality and
justice for common people:
2. ignorance of law and customs;
3. lack of education;
4. the vested interestsof a rich and powerful minority:
5. poverty;
6. inequitable distribution of wealth:
7. certain traditional norms with respectto the statusof women in society:
8. families becoming more nuclear in nature, so that the agedare becoming neglected.
 o LessonPlans on Human Rights I

LESSON PLAN 1

n Title
Sample Lessonon Appreciation of Religious Diversity

n Objectives
At the end of the lesson,the studentswill be able to:
1. state the common featuresof major religions of the world;
2. develop respect and a positive attitude towards other religions and so respect the human
rights of others.

H Related Values
Respectfor human dignity, loving and caring, respectfor the basic rights of every person.

n Procedure
1. In preparation for this lesson invite the students to write approximately two pages on the
following aspectsof the major religions of the world (say Hinduism. Islam, Christianity,
Buddhism):
a) The eternal values emphasizedin the religions.
b) The significance of the major festivals celebratedby each religion.
Give the studentsabout one week to write about a particular religion
2. On the day of the lessonask the studentsto sit in groups according to their religion. Within
the group they share their experiencesand prepare a group report on the two aspectsof the
religion mentioned in (a) and (b) above. Each group then presents its report (without
criticising other religions).
3. Finally help the studentsbring out the common featuresof the major religions of the world.

n Evaluation
Review the written work of students.

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 * Learning to Live Togetherin Peaceand Harmony *

LESSON PLAN 2

n Title
Sample Lessonon the Right to Human Dignity

m Objectives
At the end of the lesson,the studentswill be able to:
I. develop awarenessand sensitivity to poverty and other forms of oppression and examine
multiple perspectivesbasedon class,gender,ethnic@ and ideology;
2. appreciatethe vahre of human dignity in the pursuit of sustainabledevelopment;
3. make moral and ethical decisionsin keeping with human rights;
4. deepenunderstandingof the value of equality and justice.

n Related Values
Equality and justice. sustainabledevelopment

n Procedure
1. Examine the map of the Asia-Pacific Region (Figure 4) and use different colours to identify
the level of economicdevelopmentin eachcountry, for example:
. red - least developed
. yellow - developing
n blue - highly developed
2. Relate this classification to the recent APEC meeting in the Philippines and the trends
towards regionalism.
3. Cartoon analysis
a) Analyse cartoons showing the plight of Asian migrant workers in Japan, Hong Kong,
Singaporeand Taiwan (seePhilippine Daily Inquirer Cartoons,Figure 5).
b) Relate the economiesof the host countries to the countries which are the source of
migrant workers.

Source Countries Host Countries

 * LessonPlans on Human Rights *

c) Interpret symbols and message,seethe relationship and connectionsbetween individual

rights, and balancing personaldignity and economicdevelopment.
4. Relate this situation with UNDP report on the Cup of Shameto show the disparity between
developedcountries and developingones(seeUNDP DevelopmentReport of 1996, Figure 6).
5. Discuss conflicts that divide countries geographically. Identify the highlights in the World
Summit on Social Developmentin Copenhagen(seeFigure 4) and the consensusreached.
6. Identify news items in major newspapersshowing the plight of migrant workers in Asia, and
government and non-governmentmeasuresare being taken to ensure respectfor the workers
and their right to human dignity.
7. Conclude by showing how the conservationof resources.development,peaceand democracy
are interconnected.

n Evaluation
Review students’work
 Figure4. Map of the Asia-PacificRegion APEC LINGO

* Xustralia initiated the creation

of a free-market area m the ONE of Apec’s guiding
region to be a part of the
dynamic growth of East principles, open regionalism
Asian economies in 1989. was defined by the Eminent
From this conceptsprangthe Russia Persons Group as: a processof
regional cooperation whose
. The first gathering of 18 outcomeis not only the actual
leaders of Apec members -.,. ,, reduction of internal [intra-
was held in Seattle in 1993. Kazakstan ,a regional] barriers to economic
Indonesia became the next ., _. Mongolia interaction but also the actual
tiibekistan
host the following year, when T”*;e~,str” $!mstan Korea,
reduction of external barriers
all agreedto opentheir tradeby i”rke;^ : ‘Tajikistm . DPR, to economiesnot part of the
2010 for developedeconomies - - iran Afghan& I^-. China -’ ,, * JEpZlll
Korea, regionalenterprise.
and 2020 for still-developing Pakistan Nepa’ Rep. d
Ehtin In 1994, Apec members
ones. B.ngl;desh
z l In Osaka in November, leaders India ~~~~~~~ LAOS envisioned themselves to be the
Thail&d Wet NWV Marshall Islands opposite of the European
submitted parts of their plans for Cpmbodla _ : Philippines
Sri Lanka , ._ ,,J .;: Union, which they claimed as
freeing and openingtheir trade markets _c...-. NlUN
and investments,facilitating businessand MLysi* Papua *. inward-looking or running a
cooperatingat the economic and technical
Maldives ;_ % 1 -. .- _, New Guinea Kiribati customs union exclusively
‘t.,
Ind:qncsi+~ :-,,,a,.-_ ~. ‘.,a .-;i”jb, Solomon
levels. . ^,.“%)>..=^’ 2 ‘, p\ -: ; ,. .? Islands among the European members.
” -’ ..%_ ._ *? .a vanautu
Tuvaki
Samoa Cook Islands
* In four months,the 18 leadersofApec will present .. .I: ; Under open regionalism, any
in Subic all their plans forApec on 15 specific trade Fiji , Niue individual Apec member can
areas: tariffs, nontariffs, services, investment, Australia _ Tonga
extend its Apec liberalization
standards and conformance customs procedures.
intellectualpropeity rights, competition policy, government toward free trade to non-
- _.
5
procurement,deregulation,rules of origin, dispute mediation. memberson a conditionalbasis
mobility of businesspeople,implementationof the UruguayRound [via free-trade arrange-ments]
andinformationgatheringandanalysis. New Zealand or on an unconditionalbasis[to
n Also in Subic, plans will be spelled out by working and experts’groups all nonmembers, or to all
focusing on the following I3 economic and technical cooperation: human developing countries, in
resourcesdevelopment, industrial science and technology, small and medium conformity with GATT rules].
enterprises,economic infrastructure,ener_q,transportation,telecommunicationsand
information, tourism, trade and investment data, trade promotion, marine resources (Source: SelectedApec Documents
conservation,fisheriesandagri-culturaltechnology. 1989-1994)
 * LessonPlans on Human Rights *

Figure 5. PhilippineDaily Inquirer Cartoons

47

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 * Learning to Live Together in Peace and Harmony *

Figure6. UNDP DevelopmentReport of 1996

Distribution of economic activity, 1991

(percentage of world total)

GNP 84.7
World Trade84.2
Domesticsavings85.5
Domesticinvestment85.0
....

.....................

Eachhorizontalband
representsan equalfifth
of the world population I

Poorest
“LVK
Worlld trade0.9
fifth II Dommestic savings0.7
I I Domestic investment0.9
u

* Tlw IINDP Ilun~an Development Report, 1996

48
 * LessonPlans on Human Rights *

LESSON PLAN 3

n Title
Sample lessonplan on Respectfor the Rights of Children

n Objectives
At the end of the lesson,the studentswill be:
I. aware of human rights in general and the rights of children in particular;
2. able to find out ways that children can exercisetheserights.

n Related Values
Security, protection of the rights of children.

n Procedure
In a democratic country, everybodyhas certain rights. These include political, social, religious,
and constitutional rights. One may have the right to be educated,to have a house, and to speak
freely, etc.
I. Ask studentsto write which of the rights they enjoy and which they do not.
2. Ask they why they do not enjoy someof theserights.
3. Have studentsdiscusstheir answersin small groups and ask them to prepare a group report
to presentto the whole class.
4. On 20 November 1959, every UN country agreed that children should enjoy certain rights.
They drew up a list of such rights, but many children still do not enjoy these rights.
Have studentswrite answersto the following questions:
. Which of the rights do the children of your locality enjoy?
. Which of the rights do the children of your locality not enjoy?
. What may be the reasonsfor not enjoying theserights?
. What will be the consequencesif they do not enjoy theserights?
. What action should be taken so that children at your school can enjoy their rights?

5. Have students discuss their answers in small groups and ask them to prepare a consensus
group report to presentto the whole classfor a consensus.
6. Suggestthey consult you for help in this regard.

49
 * Learning to Live Togetherin Peaceand Harmony a

7 Ask them to close their eyes.and read them this prayer to recapitulate

Oh, God, please take care of children wherever they live, who do not have clean water,
enough food, good homes, proper schools, doctors and hospitals. Bless those who work
for them. Help us to share with others the good things we enjoy.

n Evaluation
I Rmiew the students’written answers
2 Obsenfethe group discussion

50

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 * LessonPlans on Human Rinhts NE

LESSON PLAN 4

n Title
Sample lessonon Slavery and Servitude

w Objectives
At the end of the lesson,the studentswill be able to:
I. have an awarenessof and sensitivity to slavery and other forms of servitude, and understand
that slavery and servitudeare against human rights;
2. understandthe slavery and the slave trade of the past and the slavery/servitudewhich exist at
presence;
3. understand the value of human dignity when discussing bonded labour in their community
and country;
4. support public opinion and movementsagainstbondedlabour. child prostitution and child
labour.

n Related Values
Human dignity. respectfor the basic right of every person,love and care, responsibility to others.

n Procedure
I. Encouragestudentsto reflect on the condition of slavery in different parts of the world. This
can touch upon the Africans in America, apartheid in South Africa and bonded labour in
Asia.
2. Divide studentsinto small groups and ask them to discusswhat they have studied. Problems
such as child labour and child prostitution or other forms of discrimination can also be
discussed.
3. Ask the studentsto write on their views about slavery and servitude in their own community
or country and how they think this can be prohibited or combated.
4. Let the studentsexamine Article 4 of the Universal Declaration of Human Rights:
“No one shall be held in slavery or servitude; slavery and the slave trade shall be
prohibited in all their forms. ”
5. Organize a debateon the issue “Slavery and servitude in the contemporary world.” A good
debate can result in an understanding that slavery is inhuman and is against the values
related to Human Rights.
6. Conchide by encouraging the students to participate in combating slavery and servitude in
their society.

n Evaluation
1. Observelhc group discussion
2. Review the students’work

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 * Learning to Live Togetherin Peace and Harmony *

LESSON PLAN 5

n Title
Sample Lessonon Respectfor the Rights of the Girl Child

I Objectives
At the end of the lesson,the studentswill be able to:
I. Develop an awarenessof and sensitivity to various occasionswherein society deprives girls of
their rights;
2. Understand that “equality” among human beings necessarily implies rights of each
individual irrespectiveof race. sex, caste,religion, etc.
3. Develop respectand a positive attitude towards girls and women;
4. Interpret the reasonsfor the presentstatusof girls and women in their society.

n Related Values
Equality and justice, respectfor the basic rights of every person.

n Procedure
I. Have students read the story “To be born a girl” in Worksheet I; let them discuss the text
among themselves.
2. Let studentsanswer the questionsin Worksheet2; first orally then let them write the answers
in their notebook.
3. Examine Worksheet 3 and discuss the United Nations’efforts towards the recognition and
the upholding of the human rights of women.
4. Discussthe women’s issuesusing the topics for discussionin Worksheet 3.
5. Conclude by encouraging the studentsto be aware of the status of girls and women in their
community and country, and to participate in promoting equality and justice in their society.

I Evaluation
I. Observethe group discussion
2. Review the students’work
 * LessonPlans on Human Rights *

WORKSHEET 1

To Be Born A Girl

My name is Maya. I was born I4 years ago in a poor peasant family.

There were already many children so, when I was born, no one was happy.
When I was still very little, I learned to help my mother and elder sisters
with domestic chores. I swept the floor, washedclothes and carried water
and firewood. Some of my friends played outside but I could not join
them.

I was very happy when I was allowed to go to school. I made new friends
there and learned to read and write. But when I reachedthe fourth grade.
my parents stoppedmy education. My father said there was no money to
pay the fees. Also, I was neededat home to help my mother and the
others. If I were a boy, my parents would have let me complete school.
My elder brother finished school and now works in an otTicein the capital.
Two of my younger brothers go to school. Maybe they, too, will finish.

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WORKSHEET 2

Direction: Answer the following questionsorally first, then write the

answersin your notebook.

1. What doesMaya’s family do to earn their living?

2. Why was no one happy when Maya was born?

3. What is the girl in the family supposedto do when she was young?

4. What is the boy in the family supposedto do when he was young?

5. Do you think Maya is a good girl or not? Why?

6. Maya loved to study at school,didn’t she? Give some reasons.

7. What was the reasonwhy she had to drop out of school?

8. What would have happenedif she were a boy?

9. What happenedto her brothers?

IO. Do you agreewith Maya’s parents?

54
 * LessonPlans on Human Rights s

WORKSHEET 3

Human Rights, Rights of Women

The human rights of women is a subject that has often been controversial
and is always a ‘sensitive’area becauseit touches an issue which afFects
virtually every human being in a very direct and personal way. Gender
roles and conceptsof masculinity and femininity are culturally defined and
contextualized, and often highly particularized as a consequence of
religious injunction and interpretation. Nonetheless, gender is a
universally significant factor in the interpretation and implementation of
human rights. The conclusions of the United Nations’ Fourth World
Conferenceon Women and the 1993 Vienna Conferenceon Human Rights
have clearly demonstratedthat the women of the world probably suffer
more human rights violations and discrimination than men, and, at the
very least. gender-specificviolations must be understood and addressed.
Women’s human rights education must be approached in a culturally
sensitive manner. But. as is stated in the Beijing Platform of Action,
culture cannot be used as a rationale for the violation of the flmdamental
human rights of women and girls.

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TOPICS FOR DISCUSSION

I. Do you think it is different being a man from a woman?

2. Do you think it is right to give more privileges to men or women?

3. Women should stay home and take care of the houseand their
children, shouldn’t they?

4. With what sex would you like to be born’? Why?

5. If your parentswanted you to drop out from school in the middle of

your education,what do you think you would do?

6. Educatewomen, educatethe world: Do you agreewith these

words? Give some reasons.

56

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 * LessonPlans on Human Rights *

LESSON PLAN 6

n Title
Sample Lessonon the Right to Social Security

n Objectives
At the end of the lesson,the studentswill be able to:
1. understandthe meaning of security and the conceptspertaining to social security;
2. develop an awarenessof and sensitivity to poverty, hunger, housing problems, natural
hazards,the homelessetc.;
3. deepentheir understandingand broadentheir views of Third World situations and problems;
4. participate in discussions on issues concerning the rights to life and security in their
community, country and the world at large.

n Related Values
Security. responsibility.justice, equality

n Procedure
I. Have the studentsmake an extensivelist of terms related to the word “security”
2. Discuss those terms and relate them to some basic conceptspertaining to social security in
their community/country (for example, welfare, child care facilities, day care, basic
education, guaranteed income. parenthood. poor housing conditions, famine, social
disadvantage,environmental degradation).
3. Divide students into groups of 10, and have them study the words and conceptspertaining to
social security they have listed.
4. Let the studentsreflect on Article 22 of the Universal Declaration of Human Rights:
“Everyone, as a member of society, has the right to social security...”
5. Put forward the following questionsand let them write down the answersin their notebooks.
a) Have you housing problems? If yes, what have you done to solve such problems.
b) Do you feel socially secure? Why‘?
c) What are the institutions/organizationsin your country which cater for social security?

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 * Learning to Live Togetherin Peaceand Harmony *

6. Let the students examine the following passageand organize a debate on social security
relating it to the passage:
“ln the developing world, 800 million people live in absolute poverty and deprivation.
500 million are malnourished Many millions have no access to safe drinking-water
and do not have the income necessary to purchase food They lack protection against
the consequences of environment degradation and natural calamities, such as floods
and drought. ”

n Evaluation
I. Reviewthe students’written answers
2. Observethe group discussionsand the debate
 * Democracy t

n Introduction
The contemporary world has witnessed the spread of democracy as the most valid form of
government. This trend has become more evident in recent years. Democracy enhances the
development of various aspectsof human potential through equality of accessto education and
active participation in all aspectsof social, economicand political life. It is undoubtedlythe very
foundation of lasting peace.Peace,human rights, democracyand sustainabledevelopmentare, in
fact, closely interrelated. Without one, the other cannot exist. Democracyis not possiblewithout
peace, and truly just peace cannot exist without democracy. Such close relationships and
interdependenceconfirm the appropriatenessof the UNESCO programme and action plan to
bring together these value goals, and put them in the same declaration, as proclaimed at the
International Conferenceof Education at Genevain 1994.
However, democracy is not something that can be manufactured and exported. It has to be
constantly sought after and nurtured. No constitutional formula can be perfectly designed to
produce ready-madedemocracy. All it can do is to set conditions where democracycan flower if
its seedsalready exist in the minds of the people,
While in this sense,democracyis hard to obtain, there is an inherent desire in human nature to be
treated as an equal. Everyone thinks he/she is born free. Everyone thinks he/she ought to be
given a chance to develop his/her potential through broader participation in society’s activities.
JeanBaechler in his analytical surveyof democracyconcludesthat:
“The democratic regime has a nature that responds exactly to human nature, defined
as free, end-oriented, and calculating/rationaWreasonable.” (Jean Baechler,
Democracy andAnalytical Survey, UNESCO, 1995,p. 65.)
Enlightened rational citizens who respecthuman dignity and who share a commitment to equality
and working towards a common goal are necessaryif democracyis to be sustained. It is here that
education plays a critical role. In turn, democracyenhancesequality of accessto education; the
active participation of citizens in all aspectsof social, economicand political life; and guarantees
freedom of thought and expression.
Education for democracy is a lifelong process:it is not limited to a particular level or grade of
school education. It needsto be cross-disciplinaryand to permeatethe entire education process.
In this module, however, a limited sample of secondaryteacher education at university level is
presented.
Education for democracymay take many different approaches,dependingon the political system,
socio-cultural traditions and history. For instance, there is the free western model, the socialist
model and the models adoptedby some Asian and developingcountries. Such complex and wide
ranging concepts and forms of government cannot be dealt with comprehensively within the
bounds of teacher-training programmes.

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Various aspectsor dimensions of democracythat education for democracy may take up, include
political, ideological, philosophical or conceptual, historical, legal and legislative, cultural,
artistic, and literary ones. A selectiveapproachis necessaryin choosing from this list, but special
attention should be paid to democracyin the day-to-daylife of all communities.

n Goals

The goal of educationfor democracyis essentiallyto enhancehuman existenceby imbuing it with

a sense of dignity and equality, mutual trust, tolerance, an appreciation of others’ beliefs and
culture, a respect for individuality, the promotion of active participation in all aspectsof social
life, and freedom of expression,belief and worship. When these things are present it is possible
to develop effective, democratic decision-making at all levels, which will lead to equity, justice
and peace.

n Objectives
The objectivesof a curriculum on democracyare as follows:
I. To enhance information and knowledge about democratic principles, various forms of
democratic governance, political institutions, democracy in practice, and problems of
democracy,particularly in Asian and the Pacific.
2. To inculcate attitudes and values that promote democracyin daily life.
3. To reinforce democratic behaviour.

n Strategies
I. In order to promote educationfor democracy,an ethosof democracymust prevail in places of
learning, such as schools, and informal education classes. As far as possible learning
activities must be performed in a democratic manner.
2. Education for democracyis a continuing process;appropriately introduced at all levels and in
all forms of educationthrough an integratedapproachor through specific subject courses.
3. Rigid and exclusive interpretation of democracy should be avoided so as to constantly
broaden our perspectives of democracy in accordance with various socio-cultural and
economic contexts and their evolution.
4. The Asia-Pacific region is culturally rich in music, arts, literature, dance, games etc., and
these should be used where possibleto enliven learning. It is also important to look for an
existing indigenous model of democracyof the region.
Education for democracyideally presumesthe existenceof democratic environment, both in the
classroom and outside school life. Where such an environment is underdeveloped,it will be
necessaryto endeavourto eliminate undemocraticconditions, practices and factors. This can be
done by ensuring education for all, gender equity, social cohesion, freedom, the recognition of
individual human rights and social obligation and responsibility. cultural and national traditions,
and active social participation. Student teachersshould be made aware of any serious illiteracy,
lack of accessto education, marked school drop-out rates, and gender gaps existing in the region,
and should be encouragedto contribute to Ihe solution of theseproblems.

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In the contemporary context, educationfor sharing and caring is critically important, particularly
where there are people suffering deprivation. In such situations a willingness to volunteer
assistanceshould be central to action. There is a shift in the contemporary world away from a
state controlled and regulatedsociety to a civil societywhere it is up to every individual to ensure
democracyis upheld. Student teachersmust, therefore, be given the opportunity not only to learn
about democracybut to practice democracyand, if necessary,to create a democratic environment.

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LESSON PLAN 1

I Title
Sample Lessonon Democratic Decision Making

m Objectives
At the end of this lessonthe studentswill be able to state some correct ways of making collective
decisions.

n Related Values
Respectfor law/order
Freedom/responsibility
Self-discipline
Active and responsiblecitizenship
Openness
Critical thinking
Solidarity

n Content
In democratic decision making, one must take active part in discussion, maintain discipline,
respectothers’views and acceptthe views of the majority.

n Procedure
I. Divide the trainees into five groups.
2. Ask each group to write suggestionsfor eliminating corruption in society (alternative topics
for which there is a variety of possibleresponsescould also be used).
3. Arranges for someoneto act as co-ordinator of eachgroup (they may be teachereducators).
4. Ask each co-ordinator to act in the following manner:
a) Group I Co-ordinator - Ask the group membersfor their suggestions,but then dictate a
list of your own suggestions,ignoring the students’individual ones.
b) Group II Co-ordinator - Do not allow all membersof the group to speak. Take the views
of only two or three membersand acceptthese.

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c) Group III Co-ordinator - Allow everybodyto speak,but reject every suggestionon some
ground or other to arrive at almost no conclusion.
d) Group IV Coordinator - Do not impose any rules about how and when each member
will present his/her views. Anyone can speak at any time, even if this means speaking
over others so that opinions cannot be heard.
e) Group V Co-ordinator - Tell the group membersthe rules for conducting the discussion.
Allow everybodya chanceto speak,and take decisionson the basis of the opinion of the
majority. If you believe the group is leaning towards a wrong decision, give a little
guidance.
5. Bring the whole class togetheragain,
6. Ask one or two members of each of the five groups to come forward and answer the
following questionsbefore the whole group:
a) What decisionshaveyou taken to eliminate corruption in society?
b) What aspectsof the discussiondid you like? Why?
c) Which aspectsof the discussiondid you not like? Why?
d) What rules should be followed when conducting a discussion to arrive at a collective
decision?

q Evaluation
I. Ask student teachersto nominate some situations when they would allow children to take
collective decisionsin school.
2. Ask them how they would use collective decision making in classroomteaching.

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LESSON PLAN 2

n Title
Sample Lessonon GenderEquality

m Objectives
At the end of this lesson,the student teacherswill be able to:
1. lead students to reflect on existing gender-specificpractices or treatment accorded boys and
girls;
2. clarify their own feelings with regard to gender inequality;
3. recognizethe importanceof genderequality vis-ci-visthe harm of gender inequality;
4. accept the challenge to begin practising gender equality and become conscious of ensuring
gender equality in their own behaviour.

n Related Values
Equality, active and responsiblecitizenship and solidarity.

8 Content
In a democratic country, it is necessarythat all individuals in the society should be treated
equally, irrespectiveof gender, religion, caste,race, etc. Gender inequality can be found in family
life. educational institutions and other social, cultural and political systems.Stepsshould be taken
to end such inequality in society.

I Procedure
I. Begin by inviting studentsto reflect on how girls and boys are treated in society. This could
be done using an autobiographicalapproachwhere questionssuch as the following could be
posedfor them to consider:
a) Who usually helps in the house?
b) Who usually servesthe guests?
c) Who is privileged to receivethe more expensiveor/and longer education?
d) When something is distributed to children, who is given priority to choosefirst/to receive
first? etc. .
Allow students to freely add to their list of gender-specificbehaviour rather than limiting
themselvesto answeringonly questionsposed.
2. Now invite studentsto reflect upon and answerquestionssimilar to the following:

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a) What are your observationswith regard to the treatment of girls and boys in your family
and in the community? Is there any significant difference?
b) How do you personally feel about your observation?Is there a discrepancy?Do you feel
that boys and girls should be treatedequally?Why?
cl Do you follow the samepracticesas your family and community in the treatment of boys
and girls? How do you feel about your own practices?
After allowing say five minutes for reflection, have the studentsform groups of five to eight
membersto share their responsesto the questions,
3. After the sharing of responses,ask one personfrom each group to report to the whole class,
focusing on whether the studentsin his/her group agree/disagreewith gender equality.
4. Summarize the learning drawn from the exerciseand reinforce the importance of practising
the principles of genderequality.

n Evaluation
Invite studentsto write a responsefor eachof the statementsbelow:
I. , The action I will take to stop genderinequality is...
2. The action I will take to start genderequality is...

Note: It is possible that students support gender inequality, especially if it is they who are
advantaged.If this happens,take the role of “Devil’s Advocate” to challenge them to
rethink their position.

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LESSON PLAN 3

n Title
Sample Lessonon Electing a ClassHead

n Objectives
At the end of the lesson,the studentswill be able to:
I. create mindfulness among the studentsof individual freedom and responsibility;
2. develop in individuals the skills necessary for interpersonal communication, and
understanding.acceptance,and tolerancein deliberation;
3. commit themselves to effective and responsibleparticipation in promoting and practising
democracy;
4. follow a democratic processin electing a class head.

n Related Values
I. Respectfor law and order
2. Freedomand responsibility/equality/activeand responsiblecitizenship/solidarity

n Content
Elections are a common occurrencein a democratic country. Everyone must know how to elect
their chosen candidates. The procedures involved in electing a class head reflect democratic
principles that will help studentspracticedemocracyin their daily lives.

n Procedure
1. Preliminary Activity
a) Divide the class into four groups.
b) Every group makesa policy for their whole class.
c) Every member within each group nominatesa candidatefor head of the class.
d) The three candidatescompete.
e) Each group choosesa spokespersonfor its candidates.

2. Main Activity
a) Each spokespersonspeaksor campaignson behalf of his/her candidatesfor about five
minutes.

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b) Then each candidate speaks on behalf of his/her group and/or his/her class while
advocating his/her policy for about five minutes. Two candidateshave a policy for the
whole class, while the other one has a policy only for his/her group.
c) The studentsvote according to the policy of the candidates.
d) In the first phase of election, two candidateswill be electedbased on the soundnessof
their policy for the class.
e) The two candidates compete against each other by making a final campaign speech
before the election.
r) The final voting is conducted,and the winner is electedclass head.

l Evaluation
Evaluation may be done through questioningalong the follo\ving lines:
1. How do you feel about the way the election was conducted?
2. What principles should be followed if an election is to be a success‘?

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LESSON PLAN 4

n Title
Sample Lesson on The Role of Lobby Groups in a Democracy

n Objectives
At the end of the lessonthe studentswill be able to:
I. understandwhat lobby groups are and how they form;
2. acquire a knowledge of the major lobby groups in their localities, including national, state or
provincial, and local lobby groups;
3. demonstratethe skills necessaryto investigateparticular lobby groups, including the process
of researchinga lobby group in depth:
4. undertake the processesof lobbying, either through simulation/ role-play, or through the
actual processof forming a lobby group to addresssome local issue;
5. appreciate the importance of lobby groups, including their capacity to empower individuals
and groups, at the same time being aware of the capacity of some privileged lobby groups to
achieve urifair advantagesfor their members;
6. demonstrate a preparedness to become active and informed citizens by displaying a
willingness to participate in lobby groups in an ethical manner.

n Related values
Belief in participation, collective decision making, team work, negotiation, and a democratic and
responsibleway of life.

n Content
All political systemshave policies that are developedand implementedby those currently holding
power and authority. Policies and subsequentdecisionsare sometimesthe result of the political
beliefs or ideology of the government.but frequently they result from the influence of powerful or
well-organized groups in society.
The activities of some lobby groups can lead to a more socially just society, improved
environmental outcomes,more ecologically sustainabledevelopment,while the activities of others
are motivated by selfishnessand greed as they seekonly to increasethe wealth and power of the
membersof the group.
This lessonenablesstudent teachersto explore ways in which lobby groups operate, the politics of
lobbying governments,and ways in which lobby groups can use and misuse their influence. This
module can be adapted for use in school classrooms,and would need to be adapted to each
particular country to reflect the particular lobby groups operating there, and the way in which the
current political structures enable them to operate. Some examples of lobby groups could well

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include industry and business groups, farmers’ organizations, trade unions, environmental
groups, women’s organizations, sub-groups within political parties, and ‘single issue’ local
community groups.

m Procedure
I. Have students scan the media (newspapers,magazines,television news and documentaries,
etc.) and other sourcessuch as telephonedirectories, the Internet, government departments,
etc. to list as many national, regional and local lobby groups as possible,
Have them use the list they have compiled (above)to selecta few groups to examine in more
detail. Selection could be made according to criteria such as the various lobby groups types
and their scopeof operation. Ask the studentsto analyze such considerationsas the issues
the lobby groups become involved in, the strategies they use, the effectiveness of their
lobbying, and the reasonsfor this level of effectiveness.
Working individually or in small groups (dependingon how many lobby groups are available
for investigation), s&dents now conduct an in-depth case study of one lobby group. Ask
studentsto researchthe aims of the group, and to conduct a structured interview with one or
more of its members, including lobby group leaders wherever possible. They record the
outcomesof their researchin a detailed report.
Ask studentsto identify a political issuethat requirescitizens to lobby the authorities in order
to achieve action. (Examples could include some local environmental problem, or a local
social problem such as drug abuseor discrimination against some minority group). Address
the issuethrough either a simulation/role-playof lobbying, or through the actual formation of
a lobby group. In either case the class should develop strategies for the lobbying process.
These could include the establishmentof a committee structure to form the lobby group, the
formation of the group. the publicity of its cause, the convening of public meetings, the
writing of letters to politicians, meetingswith local political representatives,and subsequent
analysis of the processand its outcomes.

n Evaluation
I. Self-assessmentor formal assessmentof knowledge and understanding of lobby groups and
how they operate.
2. Evaluation of how this module and its procedurescould be adapted for use with sch001
students.
3. Developmentof a “personal action plan” for future involvement in lobby group(s), as part of
a commitment to becoming a teacher who is an active and informed member of the
community and nation.

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LESSON PLAN 5

n Title
Sample Lessonon Rational Decision Making

n Objectives
At the end of the lesson.studentswill be able to:
I. make rational decisions;
2. evaluatethe relevanceof criteria by which we make decisionsabout controversial issues;
3. take responsibility for their own decisions.

n Related Values
Freedom/responsibility.openness.critical thinking

n Content
In a democratic society. it is important for each personto be capableof rational decision making
This involves estimating the relevanceof criteria by which he/shemakeshis/her decision.

n Procedure
I. Have studentsread the following material. And acknowledgethe point of the material.

Considering the Criteria for Decision Making

When we make a decision about controversial issues.we must seriouslyconsider the pros
and cons. In doing so. it is important to:
I. comparethe criteria on which we basethe decision:
2. consider the results of a decision which is madeusing certain criteria;
3. judge the relevanceof the criteria used.

2. Divide the studentsinto four groups.

3. Allocate the following learning tasks to each group according to their needs

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A. Add another criterion (b). for making a judgement contrary to (a).

e.g. a) Comparedto a rat, a dog ISbig.
b) Comparedot an elephant.a dog is small.
1. a) Comparedto a razor blade, the blade on a kitchen knife is dull.
b) . the blade on a kitchen knife is sharp.
2. a) With regard to his speed.he is an excellent football player.
b) , he is a poor football player.
3. a) With regarding to his medical skills. he is a good doctor.
b) , he is a bad doctor.
- -.-.................
_...._.........-...........
_................_...~.......................__..___.____..__
__..._...........l
_..... .. _....... .. . . .. _. . .. ..^.......l^........~

B. Draw the sameconclusion using different criteria for comparison

I. a) . she seemsto study hard.
b) . she seemsto study hard.
2. a) , you are an excellent student.
b) . you are an excellent student.

C. Selectfour items we might considerimportant in deciding each of the following matters.

Discusswithin the group the reasonsfor selectingtheseitems.

1. When choosing my job, I must give most consideration to:

a) my interest in the job.
b) the personality of a colleagnc
c) salary
d) the social contribution the job makes
e) a friend’s job
f) the social esteemaccordedthe job
g) conditions of work (e.g. vacation)
11) the workplace environment
i) the rate paid to woman workers
j) my parent’sjobs

2. when I participate in the election of congressmen, it is most important to consider

the candidate’s:
a) academiccareer 11) election pledges
b) family background i) personality
c) home town j) gender
d) political party k) leadership
e) political creed I) morality
0 religion m) reports of masscommunication
g) vocational career n) popularity

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b.I When I choose my husband/ivife, I must give most importance to his/her:

a) job
b) personality
c) economic condition
d) academiccareer
e) appearance
0 view of marriage
8) age
h) family
i) abilitv_

4. How do you decide?

a) Today was the last day of school exams. After the last exam ended at 11.30. I
returned home early. My mother asked me if I would go to the station to meet
my grandmother after lunch. I couldn’t answer immediately because I had
promised my friend 1 would go to seea movie in the afternoon.
i. What are my alternatives?
ii. What are the criteria for eachalternative?
...
III. Which is the best choice?
b) These are some delinquent boys in Young-Suk’s school. They torment other
students, take lunch-boxes away from other students, and threaten to expose
neighbouring studentsas cheating.
i. What is the problem at Young-Suk’sschool’?
ii. Are there any solutions?
...
111. What criteria might apply to eachpossiblesolution?
iv. Which solution is most realizable?
v. Who should participate in deciding how to solve the problem?

4. Allow each group 20 minutes to discusstheir task with a view to finding the best solution to
the problems presented.
5. A delegatefrom each group then presentsthe resultsof the group’s discussion.
6. After each presentation. discuss with the whole class, the relevanceof the solutions to the
problems.
7. Acknowledge the relevant criteria of rational decision making.

n Evaluation
1. Ask students to list the proper conditions or criteria by which we can make a rational
decision:
2. During discussion observe individual students’attitudes and their ability to make rational
decisions.
3. Have them presentexamplesof rational decision making.
4. Ask them how lhcy might USCthis decision-makingprocessin the classroom.

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LESSON PLAN 6

I Title
Sample Lessonon the Democratic Political System

n Objectives
At the end of this lesson,studentswill be able to:
I. understand the fundamental concepts of universality, political pluralism, political
competition, control of power and accountability, and peaceful conflict settlement, which are
central to the democratic political system;
2. share personal experiencesand observationsrelated to the aboveconcepts;
3. make appropriate decisionsand actions that demonstratethe values necessaryfor democratic
citizenship.

I Related values
Respectfor law/order, freedom/ responsibility,equality. active and responsiblecitizenship

n Procedure

1. Place the studentsinto live groups. Have each group choosea leader and a reporter. Assign
each group one of the situations below by asking the group leadersto draw lots.
2. Allow the groups time to study the situation and discussthe accompanyingquestions.

0 Situation A (Concept of IJniversality)

A country is preparing for a national election. One of the poorer communities is being left off
the general voting list for the following reasonsput forward by the electoral committee:
a) The community does not earn enough in taxes to support the expenses for the
registration and electoral operations.
b) The community has only a few hundred voters and their votes would not matter much in
the general election of officials.
c) The community is so remote that election officials would have to cross two big rivers to
reach the place.
d) The election officials think that the peoplewill not mind so very much if they are left out
in the national election.

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0 Questions for Discussion

a) If you were a member of the electoral committee, would you’have agreed with the
reasonspresented?
b) If you were one of the voters in the community, how would you feel? What would you do
upon hearing that you were to be left out in the election?
c) What justification would you present to counteract the reasonsgiven by the electoral
committee?
d) On what precepts of democracy would you anchor your arguments? What values are
manifestedby the peoplewho practice theseprecepts?

0 Situation B (Political Pluralism)

A Human Rights Club is being establishedby a group of student leadersin a college. This is
going to be the first time that such an organization has been planned. The school
administrators and teachershave been lukewarm about this idea. They think it is too risky
for the school to supervise. Some teachers and students are interested. while some are
indifferent. You are being nominated as one of the organization leaders. Your Dean has
advisedyou not to join and has requestedyou organize a Mathematics Club instead,which he
saysis more academicallysound.

0 Questions for Discussion

a) What would you do in such a situation’?
b) What are your feelings and the reasonsfor your decisions?
c) Do the studentshave the right to organize such a clob?
d) Do you agreewith the Dean’s perspective?
e) What preceptsof democracyare involved in such situation’?What values are manifested
by peoplewho practice theseprecepts?

0 Situation C (Political competition)

Student representativesin a school have traditionally been elected through a two-party
system.This is being challengedby a new group of studentswho wish to put up a third party
at the forthcoming student election. However. the present representativecouncil contends
that there should only be two parties competing in the election.

0 Questions for Discussion

a) What could be the possiblereasonsfor lhe studentcouncil’s contention?
b) What could be the advantages/disadvantages of allowing all interestedparties to compete
in an election?
c) Does the new group have the right to competefor the election?Support your answer?
d) What preceptsof democracyare evident in this situation‘?What values are manifestedby
peoplewho practice theseprecepts?

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0 Situation D (Control of Power and Accountability)

The son of a high government official has been charged with drug-pushing. His father has
assuredhim that he will use all his political power to have the charge withdrawn.

u Questions for Discussion

a) What do you feel for the son and for the governmentofficial?
b) Is there anything wrong with the father supporting his son in difficult times like this?
Explain your answer.
c) What could be unlawful about the possibleactions of the father?
d) What precepts of democracy arc involved? What values are shown by people who
practice theseprecepts?

•I Situation E (Peaceful Conflict Settlement)

The people in a community are against a government plan to acquire community land to
build a big sports complex in preparation for an international sports meet. This would mean
losing land that provides a good harvest. The people stage a big rally to criticize the
government’s plans. but are violently dispersedby the police.

0 Questions for Discussion

a) Describethe conflict presentin the situation.
b) Cite the position or stand of each party.
c) Can the conflict be settled peacefully?W!lat stepsdo you suggestto solve the conflict?
d) On what preceptsof democracyare your suggestionsbased?
e) What values are manifestedby peoplewho practice theseprecepts?

Pm-t l3. Ana@sis

1. Ask the reportersto presentthe highlights of their discussions,one after the other.
2. On the board. record key words presentedby the groups. You may use the format suggested
below:

Related Values

.....e...rr.-..--.....v.- --

-..--.Y-l-l....s-.T

3. Allow the studentsto share their own experiencesand observationsrelated to any of the five
situations. They should be able to express their feelings and favourable attitudes towards a
democratic political system.
4. Ask volunteers to make significant inferencesabout the fundamental conceptsof democracy
and the related values that would make them practicedemocratic citizenship.

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Part C. Ahstrmtion
Deliver a lecturette related to the value conceptbelow.
Valueconcept.One of the basic elementsof democraticcitizenship is the existenceand practice
of democratic political system.This meansallowing for a peaceful democratic functioning of the
community’s political system,basedon the rule of law and the ideology of human rights.
Five fundamental conceptsmay be consideredin the political systemof democracy:
I. Ilniver.~alifQ- All membersof the community in a democratic political system have the same
rights and freedoms. Political power is the expressionof popular will expressedthrough the
participation of all membersof the community in the political process.
2. Political Pluralism - All members of the community have the freedom to organize
tl~en~sclves to promote their interestsand pursuetheir objectives.
3. Political Competition - People, as individuals and as groups are free to compete for the
exerciseof political authority through various organisation forms and forms of mobihzation.
4. C’ontrol ofPower and Accountahiiit-v- The exerciseof political power is not arbitrary and is
within the rule of law.
_5 Penceful Conflict Settlement - The political system ensures that conflicts are settled
peacefully. and within the boundsof the rule of law.
Sourre: Basic Paper Presented during the launching of the UNESCO Project: “What Education for What Citizenship”,
Manila. 14 17 O&her 1996.

Pm-t II Application
Have each group draw up a set of guidelines to which they will commit themselvesin practising
the values that will help them enhance their democratic citizenship. This could be within the
college or community’s political system.

m Evaluation
Students are asked to agree or disagree with each of the items below. They must support their
answers.
I. The illiterate should not be allowed to vote. They would not know exactly how to record
their vote and they would not make an intelligent choice.
2. Only those who are phys@allyand financially able are tit to competefor elective positions in
the government.
3. The police have the right to exercisetheir power over hardenedcriminals, hence, the police
should not be punished if they shoot any of thesecriminals.
4. The government should expend effort on to solving conflicts, and must exercise maximum
tolerance even towards extremely aggressivegroups.
5. Society should discouragemulti-party political systemsin order to minimize expensesand
avoid much friction.

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LESSON PLAN 7

n Title
Sample Lesson on Economic Interdependenceof Asian Countries and its Implication to Human
and Social Development.

n Objectives
At the end of the lesson,the studentswill be able to:
1. analyze the nature and complexities of the Asian currency crisis and threats to regional
security;
2. seethe interconnectionsof the crisis to the social, ecologicaland political life of the people in
the Region;
3. interpret properly graphs dealing on the crisis;
4. develop respectand tolerancefor the rights, needs,opinions and concernsof others;

n Related Values
Economic Development: Impact on Human Dignity and Social Dimension of Development.

n Procedure
1. Examine the latest news clippings on the Asian currency crisis - Thailand, Indonesia.
Philippines, South Korea and Malaysia;
2. Relate the economic dimension of the crisis to political and social implication
Read: Raju Gopalakrishnanarticle;

Jakarta,6 July 1998 publishedby Manila Standard

Ask questions showing causeand effect, interconnectionsof economic, political and social
dimensions and its impact of human dignity e.g. Bangkok - Ma Hurls Infant To Her Death
From 4* Floor.
3. Graph Analysis
. Ask the studentsto interpret graphs showing the currency crisis of ‘97.
. Comparing Asia with a sick patient. Why is Asia in the emergencyward?
. Show that crisis can be both breakdown and breakthrough. How the crisis test Asia’s
political leadership.
4. Testimonies- giving accountor telling storieson the impact of the Crisis ‘97 to their
personal lives.

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FOR THE RECORD

n Asian Inflation
After the collapse of its currency, Indonesia will see a large rise in consumer prices this year.
The IMP expectsIndonesian inflation to reach 35 per cent in 1998, up from 11 per cent in 1997.
Inflation is also set to triple in Malaysia, from 2.7 per cent to 7.5 per cent and double in Thailand,
from 6 per cent in 1997 to 12 per cent in 1998, and in the Philippines, from 5 per cent to 10 per
cent

Asian consumer-price
Inflation, %
0 2 4 6 8 10 12
)..............,.............)
.............)...-.........................)
.......-......I

Indonesia

Thailand

Philippines

Malaysia

Hong Kong

Singapore

Taiwan
llxz 1997
~ 1998*
China

Source, OECD *forecast

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ASIA’S RAGING TURMOIL

More Unemployment, Hunger in Four Crisis Countries Seen

by Raju Gopalakrishnan

Jakarta - A former millionaire is selling sandwicheson the streets of Bangkok, shop girls in
Indonesia solicit strangersafter work for quick money and 25 people commit suicide each day in
South Korea.
The human tragediesspawnedby Asia’s raging financial crisis have only just begun, analysts and
economists say. For months to come, millions more will be thrown out of work and countless
families will lack money for food.
More than 1,000 people died in riots in Jakarta,workers are on the war path in Seoul, and across
much of the once-wealthyregion, similar tensionsare just a scratchbelow the surface.
“In the next six to 12 months, I seethings getting worse in terms of social instability and people’s
livelihood,” said SandraLawson, political strategistat Goldman Sachsin Hong Kong.
“Unemployment is going to continue . . ..and I’m concernedabout social unrest in all of the four
crisis countries.”

n 4 Crisis Countries
These, said Lawson, are Indonesia.Malaysia, South Korea and Thailand - all nations where until
last year a willingness to work was usually the only requirementfor a reasonablycomfortable and
sometimesprosperouslife.
The relentless flight of Western capital since a regional currency crisis started just over 12
months ago has dealt a body blow to theseeconomiesand made a mockery of their standardsof
living.
In Indonesia, where the annual per capita income was over $1,000 last year, almost half of the
country’s 200 million people will be unable to afford food by the end of 1998, the government
says.
Unemployment has doubled in Thailand in 12 months. It has almost tripled in South Korea and
Malaysia.
The national statistics office in Seoul says about 7,000 people are losing their jobs each day.
Eighty per cent of the work force has taken pay-cuts since the crisis started last year, the local
chamber of commercesays.
These countries are now trying to cope with contractions in their high-octane economies,
unprecedentedin the decadessince they becamepart of the industrialized world.
In Indonesia, some analysts have estimated the contraction in the economy at 25 per cent this
year, about the most severethat any nation in the world has gone through since World War Two.

79
 * Learning to Live Togetherin Peaceand Harmony *

n Message from IMF

Huge resourceshave gone into
trying to ease the crisis in
Asia. The International
Monetary Fund (IMF) has
drawn up rescueplans totalling
$120 billion for the battered
economies of Indonesia,
Thailand and South Korea.
But the messagefrom Western
government officials. local
politicians and economists
from the international
institutions is chillingly
constant - the situation will
get worse before it gets better.
What needs to be dismantled.
Lawson says, is the economic
policy hallmark that was
remarkably similar in all these
nations - a cosy relationship
between big business and a
well entrenchedpolitical elite.
Weak regulatory systems in
these countries - much of
which was linked to cronyism
- and their own economic
successlaid the seeds for the
crisis.
Former employees of the South Korean company Sammil Steel take a tweak
during a protest against the loss of their jobs outside the Myung-Along Catholic
Church in Seoul in this tile photo taken on 27 May. South Korea’s militant
Korean Confederation of Trade llnions is protesting against an alarming increavc
in unemployment as the country enters a recession.

“These govermnenlswere overwhelmedby the inflow of foreign capital and by economicssuccess

and they did not have any strong structural protection for the economy. So you essentially have a
big bubble which just burst.” Lawson said.
The IMF has laid great stress on structural reform, especially in the banking sector, but these
efforts will take time. Meanwhile, currenciesare depreciating, more people are out of jobs and
poverty is increasing.

n Politics and Politicians

Governmentshave changedin all three nations that receivedIMF succor, but the changesthey in
turn must bring are overwhelming.

80
 * LessonPlans on Democracy *

South Korea’s Kim Dae-jung is fighting a running battle with the chaebol conglomerates that
control the economy, Indonesia’s B.J. Habibie is still not sure of his position and Thailand’s
Chuan Leekpai has to guard a 12-seatmajority in parliament against fractious coalition partners
and an opposition that can scent opportunity in the economicupheaval.
In Malaysia, the public squabblebetween Prime Minister Mahathir Mohamed and his deputy
Anwar Ibrahim is having grievous repercussionson policy initiatives neededto pull the nation
out of the economic impasse.
Jeffrey Winters, professor of political economy at Chicago’s Northwestern University, says only
strong, and clean, governmentscan bring about changesof the sort needed.
“A credible government which genuinely sharesthe burden always can ask the people to bear the
burden faced during economic adjustment,becausethey have legitimacy, they are seenas clean,”
he told Reuters.
“If a government is not seenas clean and tells its peoplethey have to suffer while its ministers are
getting richer, then of coursethe peoplewill not be willing to bear the burden.”

N Role of Japan, China

As the crisis deepenedthis year, the role of Japan and China has given even more cause for
worry.
Japan, the engine of growth for most Asian economies,is stalled and its economic problems are
multiplying. Giant China, pressuredby the fall of the yen, might have to devalue its own yuan
currency and send Asia’s beleaguerednations on yet another round of competitive devaluationsto
maintain exports.
Beijing has assuredregional governmentsthat it will not devalue,but the weak yen and its need
to boost its economy to absorb millions of workers to be thrown out of jobs by state sector
restructuring may be overwhelming.
“I think China will devaluein the last quarter of this year or the first quarter of next year by about
15 to 25 per cent,” David Folkerts-Landau,global head of emerging markets researchat Deutche
Morgan Grenfell, told Reuters last week.
On Japan he said: “In Asia you have the locomotive country exerting a very negative impact, so
the difference between Japan and the United Statesin the 1994 Mexican crisis and the 1998-99
Asian crisis is just stunning.”
“You couldn’t have had a worse financial environment for thesecountries.”

n High Social Tensions

The economic reform and the restructuring that are now inevitable across Asia will bring much
pain in its wake.
The suicides in South Korea, the turn to prostitution by Indonesian shop assistants and the
millionaire making a living on a Bangkok streetare only the early signs.
The decades-longboom across Asia’s tiger economiesbrought with them a sense of assured
employment and protection from the grinding poverty suffered in earlier years.

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Now that security is all but wiped out, and it will be years before anything resembling it returns.
What has made the situation worse is the relative absencein the region of formal safety net
programmesthat could have mitigated the suffering.
“Perhaps during a time of growth and full employment you don’t think a lot about that (social
safety nets),”said Brian Atwood, head of the US Agency for International Development,during a
recent visit to Jakarta.
“But I would suggestthat the unemploymentthat has beensuffered in Europe for many years now
has not been as seriousas political issuebecausethe social safety nets were much stronger there.”
Management guru Peter Drucker seesa more worrying link betweenAsia and Europe.
“Fundamentally, the Asian crisis is not economicbut social,”he said in a recent interview
“Across the entire region, the social tensionsare so high that it reminds me of the Europe of my
youth that descendedinto two world wars.” Reuters
 * LessonPlans on Democracy *

REGIONAL FORUM CONCLUDES

n Financial Crisis Biggest Threat to Asean Security

Manila (DPA) - Senior Asia-Pacific officials Friday wrapped up a two-day meeting in the
Philippines on political and security concerns in the region, identifying the crippling financial
crisis as the biggest threat to stability.
“With the current financial situation in the region, there is a new equation on the peace and
stability in the region,” Philippine Foreign Affairs Undersecretary Lauro Baja told a news
conference at the close of the senior officials meeting of the Association of Southeast Asian
Nations (ASEAN) Regional Forum (ARF).
Noting the turmoil was at the top of the meeting’sagenda,Baja said most participants in the ARF
conferenceexpressedconcernsover the consequencesof the currency crisis on domestic, regional
and global stability.
The crisis, which started in July 1997 after Thailand devaluedthe Baht, has triggered a drastic
slowdown in the region’s economies,social unrest, and even forced Indonesian President Suharto
to step down from power after 32 years.
Baja said the turmoil compoundedother unresolved and sensitive issues plaguing the region,
including the situation in the Korean Peninsula, Cambodia, and the South China Sea. India’s
nuclear tests heightenedthe uncertainty, he added.
During the two-day meeting, Baja said most participants reiterated their nations’ individual
condemnationsof India’s five explosions on I 1 May and 13 in discussionswhich “were frank
candid and sometimesbrutal”.
With the ARF planning to put out a statement in July condemning the tests, the head of the
Indian delegation defended the explosions which he said “did not violate any laws, any
international treaties or any obligations”.
“Our tests are no threat to anybody,”said Indian External Affairs SecretaryS.J. Devare. “They
are entirely for our own protection.”
The ARF is the sole political and security forum in the region. It groups the nine ASEAN
member countries and 12 other nations.

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n Introduction
Rapid changes in the economic, political, social and cultural lives of the people are key
characteristics of the Asia-Pacific region at this point in its history. Growth and development
have, to a great extent, raised concernabout the environment and culture.
If we are to give meaning to the concept of “Living Together in peace and Harmony” in this
region, this growth has to be carefully planned and managed in the context of sustainable
development.
The concept of sustainabledevelopmentinvolves environmental, economic, social and cultural-
political considerations,which need to be addressedin a holistic and integrated way. Sustainable
development is defined as achieving lasting satisfactionof human needsand improvement of the
quality of human life. It must arrive at a reasonable(however defined) level of fairly distributed
economic well-being that can be maintained so future generationscan meet their needsjust as we _
are meeting the needsof the present.
The Asia-Pacific is rich and diverse in terms of religion and culture, and it is important that
sustainabledevelopmentshould not endangerthe cultural identity of any nation in the region.
Informed approaches to both environmental education and development education and the
synthesis of these two must be included in the school curriculum. Informed and concerned
attitudes to sustainabledevelopmentand a commitment to active and informed citizenship with
respectto these matters are the expectedoutcomesof this approach.
Sustainabledevelopmentis a conceptwhich seeksto balanceissuesof environmental preservation
with those of economic growth and development in such a way that positive environmental,
economic, political and social outcomes are achieved. Sustainabledevelopment must also be
socially just and appropriate to the culture, history and social system of the place in which it
occurs.

m Goal
The goal of education for sustainabledevelopmentis essentiallyto achieve lasting satisfaction of
human needsand improvement in the quality of human life. This involves an understanding of
the complex meanings of the concept of sustainabledevelopmentand the relationship between
ecological, economic, cultural and ethical principles. It also promotes the development of the
values and personal action that are critical to the achievementof sustainabledevelopment in the
region.

n Objectives
1. Understanding of the different systemswhich constituteone’s personalecologyand the social
and environmental system.

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T 1 --- -
 * SustainableDevelopment *

2. Understanding the interrelatednessof thesevaried systems.

3. Understanding how principles of sustainable development apply to the various personal,
social and environmental systems.
4. Understanding the nature of particular countries in the Asia-Pacific region and their complex
personal, social and environmental systems.
5. Knowledge of successfulsustainabledevelopmentcasestudies in the Asia-Pacific region and
the factors underlying their success.
6. Understandingthe mechanismsfor active participation in sustainabledevelopmentinitiatives
in the region.
7. Understanding the values and attitudes essentialto achievesustainabledevelopment.
8. Understanding how to apply knowledge about sustainable development effectively in the
classroom.
9. Analyzing, clarifying and integrating values, beliefs and perspectives about matters
pertaining to sustainabledevelopment.
10. Mastering the capacity to transcendpersonaland cultural experiences,and to seea particular
situation or event related to sustainabledevelopmentas part of a whole.
11. Applying action-reflection praxis in problem solving related to sustainabledevelopment.
12. Making realistic predictions about personal and regional futures and the consequencesof
proposedaction by meansof recent analysisof past and presenttrends.
13. Mastering skills in utilizing various learning approaches.

n Strategies/Approaches
The learning approachfor the teaching of sustainabledevelopmentmay, for example, involve the
following steps :
. Negotiate A Step - The teacher may introduce a topic, such as an issue or a case study, that
will engagestudentsin learning about sustainabledevelopment.
. Introduce A Process - The teacher may create a structured learning experience, a valuing
activity or a principle-based reflection procedure that will build on a topic previously
introduced. The selection and sequencing of the teaming process will depend on the
individual topic, the expectedoutcomesand the personalcreativity of the teacher.
. Lead To A Challenge - The teacher may eventually help the student consider a specific
personal action which will reflect the direct outcomesof the learning process.
. Take An Action Step - The learning process will ultimately result in commitment to a
personal action that studentscan explore and apply.
This kind of teaming approachstressesa model that is:
. personally relevant and meaningful;
. learner-centred;
. focusedon the use of skills of the inquiry and investigation:

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 * Learning to Live Togetherin Peaceand lfarmony *

. activity-based;
. challenging misconceptionsand dominant paradigms;
. designedto lead to social action.

n Evaluation
The evaluation of the successof the learning approachwith respect to sustainable development
may be basedon the student’s:
1. clarity and identification of topic;
2. depth and quality of inquiry with respectto the topic undertaken;
3. commitment IO meet challengeswith regard to the specific action undertaken.
 * LessonPlans on SustainableDevelovment *

n Title
Sample Lessonon Teaching for SustainableDevelopment

n Objectives
At the end of the lesson,the students:
1. will have developedan understandingof the conceptof sustainabledevelopmentby clarifying
their own views in the context of examining the value basebehind a range of interpretations
of the concept;
2. will have developedan awarenessof a range of issuesrelated to sustainabledevelopment in
the Asia-Pacific region, and will have clarified their own attitudes towards these issues;
3. will have developedan understandingof the historical evolution of the concept of sustainable
development,both globally and in the Asia-Pacific region;
4. will have developedan understanding of the objectives of education for the promotion of
sustainabledevelopment,both globally and in the Asia-Pacific region;
5. will use a number of learning and teaching strategiesthat promote education for sustainable
development- especiallyvalues clarification, discussionin both large and small groups, and
evaluation activities - with a view to developing the skills to use these strategieswith their
own students;
6. will have planned a teaching unit incorporating the concepts, objectives, core values,
knowledge, skills, and strategies/approaches describedin Chapter Three of this sourcebook.

n Related Values
Future orientedness,environmental concern

n Content
Student teachers and other tertiary students being introduced to the concept of sustainable
development need to becomeaware of both the concept, their own attitude towards the concept,
and specific examplesin the Asia-Pacific region where sustainabledevelopmentis an issue at the
heart of current dilemmas and proposedinitiatives.

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n Procedure
Introductory Activity: “Setting the Scene”
1. Ask students, individually or in groups, to reflect upon or use brainstorming to list words
associatedwith the term “sustainabledevelopment”.
2. Give studentsa copy of the following poem by Kuan Tzu:
“If you are thinking a year ahead,SOIY4 seed
If you are thinking ten yearsahcad,plant a free
If you are thinking a hundred yearsahead,educate the people”.
((‘hinese poet Kuan Tzu, 500 B.C.)
Have the whole class discuss the implications of this poem, both for the concept of
“sustainable development” and for “education for sustainable development”. Record the
results of this discussionon a large sheetof paper or on an overheadprojection transparency.
On completion of this learning module, studentsshould review all material recorded in this
introductory aclivity so as to evaluate how their understanding has developed through the
module.

Activity 1: “‘Some Sustainable Ilevclopment Issues ”

This activity is used 10 highlight the values-centerednature of sustainabledevelopment, and the
ways in which others factors may interact with values.
1. Studentsuse brainstorming to list as many sustainabledevelopmentissuesas they can think
of with respecl to their local community, their state or country, and in the broader Asia-
Pacific region.
Ask them lo record some of these issues individually in the form of a statement on large
sheetsof paper. Display the sheetsalong one side wall of the classroom. Choose issueson
which participants are likely to take a personal stand and which have the potential to
ilhlstrate diverse values within the group. Write “Yes” and “No” in large letters on two
separatepiecesof paper and attach theseto oppositewalls,
2. Addressing one issue at a time, ask participants to position themselvesalong a continuum
betweenthe “Yes” and “No” walls dependingupon how they feel about the issue. Ask them
to turn to their neighbour and discussreasonswhy they have positioned themselvesin such a
way. Ask participants at oppositeends of the continuum to explain to rest of the group why
rhey have taken Ihose positions. Rcpcatthe activity for a number of different issuesand have
participants record any variations in the positions they adopt across the range of these
different issues.plus possible reasonsfor these variations. Also ask participants to record
any differences in the intensity or their feelings about issuesthat are local, as opposedto ones
that are national or of regional nature.
3. Debrief by asking participants to discusssome of the factors involved in the development of
their attitudes to various issues.Encouragethem to think of such variables as their own value
positions. lhe nature of (he issue,and the geographicallocation of the issue. Also encourage
participants to do some further researchon those issuesraised by the group, but about which
they feel they have a limited understanding. Concludethe debriefing by having participants
discuss how this aclivily could be usedin school classrooms.
 t LessonPlans on SustainableDevelopment *

Activity 2: “What is Sustainable Development?”

I. Introduction
ln 1987 the World Commission on Environment and Development (1987, p. 43) described the
concept of “Sustainable Development”as:
...development that meets the requirements of the present without compromising the
abili& qffuture generations to meet their own needs.
Since then, this broad definition has been taken up by a number of groups and had been
interpreted in a variety of ways. There are now well over 160 definitions of the term ‘sustainable
development’and though some are variations on a theme, many reflect basic differences in
values. It is important that participants understand that there is not necessarily one shared
understanding of what sustainabledevelopment means in practice. Therefore, this activity is
designedto exposeparticipants to a selectionof statementsmade about sustainabledevelopment,
and to help them to look closely at the values underlying those statements.

2. Preparation
a) Copy and cut up Resource 1 to prepare a set of “Sustainable Development Statement
Cards”.
b) Pastethe cut out cards onto cardboard. if necessary,and ensure that you have sufficient
sets of cards to give a complete set to each group. (However, the amount of time
available for the activity will determinewhether all the cards are allocated to each group.
lf time is short, leave out statementcards I, 5, 7, 8, 12 and 15. Statement cards 3. 6, 10
and I3 are especiallyimportant and should alwaysbe included).
c) Participants should form groupsof three or four for this activity.

3. Instructions
a) Distribute resources2-5 and a set of “Sustainable Development Statement Cards” to
each group, explaining the procedurefor the activity. as outlined on Resource2.
b) Discuss the explanations of sustainability and development outlined on resources 4
and 5.
c) Before allowing groups to start on the Resource2 activities, work through one of the
stalemcnt cards as a whole group. and discuss marking the statement’s position on the
values contimla of Resources3.

4. Debriefing
a) Discuss with the group the range of values and principles involved in the concept of
sustainabledevelopment.
b) Using Resource6, check the participants’answersto question 2(b) of Resource2.
c) Have participants read their definition of sustainable development to the group. and
discusssomeof the differencesbetweentheir definitions.

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 t Learning to Live T’ogetherin Peaceand Harmony *

Activity 3: “Why Teach for Sustainable Development?”

I. Discussion
a> Using an appropriate mix of whole-class/small-group discussion and feedback,
participants are asked to discuss the topic “Why Teach for SustainableDevelopment?”
The principal resource for this discussion should be the relevant sections of earlier
chapters of this sourcebook, especiallyChapter Three. Other appropriate publications
or photocopiedextracts should be provided as stimulus material to inform the discussion.
Participants should be encouragedto apply their analysis at the local, state, country, and
Asia-Pacific regional levels, and then to develop some ideas on a suitable mix of case
studies (drawn from thesedifferent locations) for studentsat various levels of the school
system in which they are being trained to teach.
b) Results of the discussion should be recordedon large sheetsof paper and displayed on
the classroom walls. Participants should walk around the room in pairs reading and
discussingthe information on the sheets.
c) This sessionshould conclude with the whole class attempting to identify the key issues
emerging from the discussion. These key issuesshould be recorded for distribution to
the class at a later date.

2. Unit Planning Exercise

a) Divide participants into small groups with an interest in the same sustainable
development issues,and shared motivation to prepare a unit of work for a particular
level of schooling.
b) Give each group a copy of Resource7, photocopiedand enlarged to A3 size, if possible.
c) Each group selectsa key sustainabledevelopmentissuefrom Resource8 (or one of their
own choice) upon which to developthe outline of the teaching unit.
d) Groups use the information gathered from the earlier activities in this learning module
as a basis for brainstorming for ideas and then complete the summary unit plan on
Resource7.
(Note: Facilitators may need to provide appropriate syllabuses, curriculum guidelines or other resources to help
participanh in this planning process.)

e) Each group displays its summary unit plan on the wall. One person from each group
remains with the plan to clarify and answer any questions, while the rest of the group
circulates to view (and even add to) the ideasdisplayedon the plans of the other groups.
fl At the end of the session,all unit plans are collected and keyed into the computer for
distribution to all participants as a sharedset of resourcesfor future application in school
classrooms.
(Note: Some of the material in this section contains adaptations of the activities and resources originally used in
the workshop “Teaching for Ecologically Sustainable Development”, developed by Hillary Macleod and
published in Teaching fornS~ornahle
World: Environmental and Dewelopment Educatron Project
fir Teacher Educatron. (1993). edited hy John Fien. Permission to adapt the materials was kindly
granted hy the editor.)

90
 * LessonPlans on SustainableDevelopment *

Resource 1 - Sustainable Development Statement Cards

1. Sustainabledevelopmentis consistentwith the natural functioning of the biosphere.
2. Sustainabledevelopmenttakes into accountthe environmentand natural resources.
3. The simplest definition of a sustainableactivity is that it can be continuedfor the foreseeable
future. This definition has at least three dimensions: it means not unreasonablydepleting
natural resources,not producing waste productsthat significantly alter natural systems.and
not undermining social stability.
4. Sustainabledevelopmentmeetsthe needsof the presentwithout compromising the ability of
future generationsto meet their own needs.
5. The core of the idea of sustainability is the conceptthat current decisionsshould not damage
the prospectof maintaining or improving future living standards.
6. A primary goal of sustainabledevelopmentis to achievea reasonable(howeverdefined) level
of fairly distributed economic well-being that can be maintained for many human
generations.
7. Sustainable development is likely to achieve lasting satisfaction of human needs and
improvementof the quality of human life.
x The sustainablesociety is one that lives within the limits of its environment. That society...is
not a “no-growth” society. It is. rather, a society that recognizesthe limits of growth and
looks for alternativeways of growing.
9. The government supports the concept of sustainable economic development. Stable
prosperity can be achievedthroughout the world, provided the environment is nurtured and
safeguarded.
IO A strategyof developmentaims to increasethe fullillmcnt of human wants. howeverdefined.
For such a strategy to be sustainable.it must not threaten the health or the productive
capacity of future generations.
II The main principtc of sustainabledevelopmentis the creationof society that is designedas if
IVC planned to stay indefinitely; that is, it meets human needs without destroying the
cnvironmcntal. social or economicbaseupon which WCdcpcnd.
12 For dcvelopmcntto be sustainable.it must take accountof social and ecological factors. as
well as economicones: the living and non-living resourcebase;and the long-term and short-
term advantagesand disadvantagesof alternativeactions.
13 Sustainabledevelopment is about marrying the twin objectives of producing more and
enhancingour environmentat the sametime.
14 Sustainabledevelopmentis using, conservingand enhancingthe community’s resourcesSO
that the ecological processeson which life depends,are maintained and the total quality of
life. can be increasednow and in the future.
15 The conmo11use of the word “sustainable”suggestsan ability to maintain some activity in
the fact of stress. Thus we detinc agricultural sustainability as the ability maintain
productivity. whetherof a field or farm or nation. in the fact of stressor shock.
I6 Defining ecological sustainability is by no means an easy task. Optimal resource and
environmental managcmcntis only one aspectof sustainability: social equity and cultural
issuesarc also fundamental.

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Resource 2 - What is Ecologically Sustainable Development?

Instructions
I. Place the statementcards face down on the table.
2. Take it in turns to selecta card and read it to the rest of the group. Refer to resources3 and 4,
then discussand answer the following questionsfor each statement:
a) Which of the aspectsof sustainability doesthe author favour?
b) Which of the aspectsof developmentdoesthe author favour?
c) Are there any contradictory statementsmadeby this author?
d) Who do you think made this statement?(Was it a politician, a member of an industrial
group, a scientist. an economistor an environmentalist?)
3. Now look again at statements3. 6, IO and 13. Mark on the values continua (Resource 3)
where you think each of thesestatementsshould be, by putting the number of the statementat
the appropriate spot.
4. Join each of the numberswith a different coloured pen. Is there any common pattern? What
can you say about the various values that are behind thesestatements?
5. What do you think “ecologically sustainabledevelopment”means? Try to write your own
statement, Include in it the main elementsof ecologically sustainabledevelopment, and be
preparedto discussthe importanceof theseelements.

Resource 3 - Values Continua

Supports the preservation of the Encouragesthe exploitation
natural environment of the natural enviromnent
for human needs
Supports zero economic growth Supports high economic
growth
Supports fairness between all species Does not support intra-
for the present generation (intra- generationalequity
generational equity)
Supports fairness for future generations Intergenerationalequity
(intergenerational equity)

Resource 4 - Aspects of Sustainability

Although a complete definition of sustainability would include all of the following aspects,some
definitions may only include one or two.

I. Economic Sustainability
Economic sustainability meansthat developmentis economically efficient and that the benefits of
such developmentare distributed betweengenerations. Economic efficiency meansthat processes
and prqjects undertaken must give the greatestoutput per unit of input.

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 * LessonPlans on SustainableDevelopment *

2. Social Sustainability
Social sustainability requires that developmentnot causesocial conflict. In practice this means
that developmentshould increasepeople’s control over their lives by giving all social groups the
opportunity to participate in decision making.

3. Cultural Sustainability
Cultural sustainability requires that any developmentshould take into account the values of the
people affected by it. In addition, the range of cultural groups should be maintained and
encouraged,and the value of their heritage and traditions should be recognized.

4. Ecological Sustainability
Ecological sustainability means that developmentshould take into account the maintenance of
ecological processes,biological diversity and biological resources. To achieve this, our society
needsto recognizethat the survival and well-being of other speciesare also important.

Resource 5 -Aspects of Development

The word “development” literally means a processof change. but what is it we are trying to
change?Here are some ideas:
I. Development is helping others to help themselves.
2. Developmentis the processby which all humanity movesto live with dignity and a just share
of the world’s resources.
3. Development is progresstowards a higher standardof living for every person in a region or
nation.
4. Developmentis a form of imperialism wherebyrich nations exploit the poor.
9. Development is the attempt to ensure that as nations change and increase their production
per head, there is a better distribution of wealth, so that every person has his/her basic needs
met, and as many as possibleof his/her wants satisfied.
6. Developmentis the growing capacity of societyto incorporatechange.
7. Developmentis sharing the world’s wealth more equitably: it is sharing our world.
8. Developmentis economicgrowth measuredin terms of the improvement in national product.
‘I. Developmentis the satisfactionof massneedsby packagedsolotions.

Resource 6 - Sources of Sustainable Development DeJinitions

The statements on sustainable development on the set of cards have been adapted from the
following sources:

Statement 1.
Prof. Ralph Slatyer (former ScienceAdviser to the Prime Minister). quoted in L. Zarsky (1990)
SustainableDevelopment: C’hallenges$cw Australia. AGPS, Canberra.

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Statement 2.
Australian International Development Assistance Bureau (1989) Development Dictionary: A
Glossary ofAid and Development Terms. AGPS, Canberra. [AIDAB is an official government
aid agency, which is part of the Department of Foreign Affairs and Trade. It is responsible for
administering Australia’s overseasaid programme.]

Statement 3.
Ian Lowe (I 990) Sustainabledevelopment:How do we get there?,Australian Society, June, No.
5. [Associate Prof. Ian Lowe is the Director of the SciencePolicy ResearchCentre attached to the
Division of Science and Technology at Griffith University and is a former Director of the
Commission for the Future.]

Statement 4.
World Commission on Environment and Development (1987) Our Common Future, Oxford
University Press, Oxford. [The WCED was an independent international body consisting of
twenty-three commissioners, including prominent political figures and leaders in environment
and development.]

Statement 5.
Robert Repetto (1986) World Enough and Time, Yale University Press, New Haven. [An
economist 1

Statement 6.
Robert Goodland and G. Ledoc (1987) Neoclassicaleconomics and principles of sustainable
development,EcokogicalModelling, 38. [At the time of writing, Goodland and Ledoc worked for
Environmental and Scientific Affairs, Projects Policy Department, World Bank, Washington.
DC.1

Statement 7.
Robert Allen (1980) How to SmJethe World, Kogan Page,London, p. 23

Statement 8.
JamesCoomer (1979) The nature of the quest for a sustainablesociety, in J. Coomer, ed.. Quest
,fiw a SustainableSocie@,PergamonPress,Oxford.

Statement 9.
Prime Minister Margaret Thatcher. Speechto the Royal Society,UK, 27 September1988

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Statement 10.
The Commission for the Future (1990) A sustainable future for Australia, in Our Common
Future, Australian Edition, edited by StephenDovers, p. 25. [The Commission for the Future
was establishedby the CommonwealthGovernmentto encourageAustralians to become involved
in the economic and social opportunities made possible by scientific and technological
development. Its function is to explain the social impacts of scienceand technology and to foster
the developmentof an innovative, productive culture.]

Statement 11.
Canadian University Services Overseas, Here to Stay: A Resource Kit on Environmentally
Sustainable Development (publication date unknown). [CUSO is an international development
agency based in Canada. The organization works to promote understanding and action on
international development issues and to foster relationships of support between Canadian and
overseasgroups working for social change.]

Statement 12.
John Woodley (1990) Summary of the Australian Democrats Policy Statement, in Queensland
Action for World Development Newsletter, No. 3, May. [John Woodley is a Uniting Church
Minister and Senatorfor the Australian Democratsin the Australian Parliament.]

Statement 13.
Barry Rowe (I 990) Minister for Agriculture and Rural Affairs, AAP news bulletin, 6 September.

Statement 14.
Australian Commonwealth Government (1990) Ecologically Sustainable Development: A
( ‘onrnronwealthDiscussionPaper, June.

Statement 15.
Gordon Conway and Edward Barbier (1988) After the Green Revolution: Sustainable and
equitable agricultural development, Futures, 20 (6) p. 653. [At the time of writing Gordon
Conway was the Director and Edward Bat-bier the Associate Director of the Sustainable
Agricultural Programmeat the International Institute for Environment and Developmentattached
to the London Environmental EconomicsCentre].

Statement 16.
Australian ConservationFoundation,Greenpeace(Australia), The Wilderness Society and World
,Wide Fund for Nature (1990) Ecologica@ SustainableDevelopment,ACF, Fitzroy.

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Resource 7 - Unit Planner

Year Level Key Issue

--_._____.

. ..- _-..--_- ---.

- ..--. .--

. . . . . II..__._ . . . . . I

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Resource 8 -Key Sustainable Development Issues

0 Population and Human Resources
. The world population will passthe 8 billion mark by the year 2025.
. The most rapid population growth occurs in Third World countries, e.g. in parts of Africa.
Asia and Latin America.
. The degree of consumption of resourcesper capita differs markedly between Third World
and industrialized nations.
. Health status, educationlevels and social conditions also differ greatly.

cl Food Security
. There is widespreadfamine despite dramatic increasesin the world production of cereal (x
2.5), meat (x 3) and milk (x 2) betweenthe years 1950and 1985.
. The increase in food production has been due to the use of new seed varieties, chemical
fertilizers and pesticides,and increasedirrigation, all of which can be beyond the reach of
small farmers.
. New methods may have detrimental effects on the environment. New seedvarieties are not
generally resistant to pestsand require large amountsof water and chemicals to sustain them.
Overuse of chemical pesticidesand fertilizers has led to widespreadpollution of water, and
biological magnification of thesechemicalsin food chains. Irrigation has causedsalinization
and alkalization of soils.
. Farm subsidies in industrialized nations result in overuseof land and chemicals and affect
the terms of trade in Third World countries.
. Third World debt leads to the use of land to produce cash crops for export, which pushes
subsistencefarmers into marginal lands and thus causeswidespreadsoil degradation.

0 The Urban Challenge

. By the year 2000, about SOper cent of the world’s population will live in urban communities.
. Between 1950 and 1985, the cities of industrializcd countries have doubled in population,
while in the Third World countries the population has quadrupled.
. Population pressurehas resultedin inadequateurban infrastructure and services.
. The most prominent problems are unemployment, poor housing conditions, and
environmentally and socially related health concerns.

0 Energy
. It is estimated that by the year 2025, global energy consumption will have increasedby 40
per cent over 1980 figures.
. The most used energy sourcesfor commercial energy production and consumption are as
follows:
. fossil fuels (oil 40 per cent. coal 30.3 per cent and gas 19.7 per cent):
. hydropower (30 per cent) and nuclear power (IS per cent), which are becoming
increasingly important in the generationof electricity;

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l biomass fuels (wood, crop residuesand dung), which the majority of the Third World
rely on for their energy supplies.
Renewableenergy amounts to only 21 per cent of the total energy consumed world wide.
Solar, wind, geothermal and alternative energy sources, such as ethanol, have found only
limited, small-scaleuse.
The dependenceon fossil fuels. which are finite, has resultedin four major problems:
. large-scale climatic change resulting from the emission of carbon dioxide (CO*)
(greenhouseeffect);
. urban air pollution;
. aciditication as a result of the release of sulphur dioxide (SO’) and (NO’) during
combustion;
l depletion of the resourceand resultant international conflict.
. Nuclear power has its own problems:
l health risks to workers involved in its production, and disposalof the wastes:
. risk of catastrophicaccidents:
. needfor very strict security.

cl Industry
. Between 1950 and 1987, the production of manufacturedgoods increase sevenfold and the
production of minerals threefold.
. Trade in manufacturedgoodshas mcreasedrelative to made in primarv products. (something
wrong) particularly in the Third World.
. The pattern of industrialization in the Third World mirrors (he industrialized nations and
presentssimilar environmental problems.
. The ability of Third World countries to deal with such problemsas the disposal of hazardous
wastesand industrial pollution has not been as great as in the industrialized nations. where
significant progresshas been made in the past decade.

0 Species and Ecosystems

. The estimatedtotal number of specieson earth rangesfrom 5 to 30 million.
. The most biodiverseecosystemsare the wet tropical forests.
. A conservative estimate indicates that the forests of Latin America could contain I million
speciesof flora and fauna.
. The depletion of the gene pool has serious implications for the global economy, since a
substantial proportion of the production of medicinesand drugs dependson speciesfound in
the tropical forests.
. The WCED estimatesthat the value of thesepharmaceuticalsin the USA alone is $14 billion
per year.

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0 Managing the Commons

. Environmental problems concerning the oceans include, in particular, overfishing and
marine pollution.
. By the year 2000, the sustainablecatch from world fisheries could be exceededby as much as
30 million tonnes (FA0 figures).
. Sourcesof marine pollution include municipal sewage,industrial and agricultural run-off, oil
spills and the dumping of toxic and other hazardouswastes.
. Managementof the oceansis regulatedby the Convention on the 1972 Prevention of Marine
Pollution by Dumping of Wastesand Other Matter (London Dumping Convention) and the
1982 UN Law of the SeaConvention.
. Managementof the Antarctic continent is governedby the Antarctic Treaty System.
. The dominant issue facing nations that are signatories to the Antarctic Treaty System has
been the extent to which there should be mining of the continent’s minerals and the
exclusion of someThird World nations from much of the decision making.
. Management of outer spaceby the 1967 Outer SpaceTreaty has not been endorsed by all
nations.
. The increasing amount of space ‘junk’ is a pollution problem that has been largely
overlooked. It indicates the needfor international agreementson the issue.

0 Conflict and Environmental Degradation

. Environmental degradation causedby such factors as overexploitation of the land, drought
and global climatic changesleadsto deepeningpoverty and famine. which in turn contribute
to social unrest and conflict.
. The threat of nuclear war presentsus with the possibility of unprecedentedglobal ecosystem
destruction.
. Military expenditure, estimated at $US 900 billion in 1985, diverts funds from the urgent
environmental problemsfacing Third World nations.

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LESSON PLAN 2

n Title
Sample lessonon Simplicity and Stewardship

n Objective
At the end of this lesson,studentswill be:
I. able to assessthe actual practice (or non-practice)of simplicity in their lives;
2. challenged to adopt a senseof stewardshipof resources.

I Related Values
Responsibleconsumerism,simplicity. environmental concern, social justice, personal care, sense
of common good

n Content
Among other things, simplicity and stewardship involve the promotion of responsible and
responsiveconsumerswho will lead a simple life with a strong commitment to preserving the
environment and upholding socialjustice for the common good.

n Procedure
1. Begin by introducing simplicity and stewardshipas essentialvalues in a country’s vision of
sustainabledevelopment. While most Asia-Pacific nations emphasizethe economic side of
development.equal attention must be given to the individual citizen’s lifestyle. Otherwise,
all efforts will be futile, especiallyas the unequal distribution of wealth leads to a wider gap
betweenthe rich and the poor. The onslaught of consumerismand materialism further adds
to the problem.
Living simply involves a “rethinking of our possessions”and leads us to “live richer lives
without being destructiveeither IO the planet or to other human beings by freeing our ‘thing-
addiction’and by being less ‘thing-like’ in our relationships. This way, we contribute to help
in the gross inequalities at home and abroad”. (McGinnis, Parentingfor Peace andJustice)
Stewardship.on the other hand. focuseson “our accountability for the use of what we have,
hopefully. for the good of others”. (McGinnis, Parenting@ Peace andJustice)
2. Having explained the concept. invite the students to reflect on the extent to which they
personally fail to observethesevalues. To do this, ask them to each come up with a list or an
inventory of all their possessions. They must do this with spontaneity. You can motivate
them by showing your own list first as an example.

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3. After each of the students has completed their inventory, ask them to classify each of the
items as a want or a need. Once again, illustrate this with your own example. Wants can be
defined as “a person’s interpretation of what he/she needs in order to achieve happinessor
well-being”.
Needs, on the other hand, are defined as “what scientists agree a person requires to sustain
life and to foster growth of desirable human potentialities”. (Sidney Jourard, Healthy
Personality).
Note that since this activity involves the assessmentof oneself, it can be a threatening
process. By modelling the tasks the teacher can lessen the possibility of students feeling
threatened.
4. Invite the students to look over what they have done and arrive at some observations and
realizations about themselves. Approach this discretely so that the students do not feel that
they are being told what to do or that they feel guilty for not living up to the values presented
as desirable. Rather, this step is simply to elicit their own reflections about their lifestyle.
Remember that what the students do with their own resourcesis their basic right. If they
decide to share these resources,it is a product of choice. Values decisions that are a product
of a personalchoice rather than imposition or obligation are more long-lasting.
5. When enough students have articulated their observation and realization, summarize the
discussionand challengethe studentsto ponder the following:
Can we say that living simply provides alternatives for channelling our “excesses”for the
common good?
Together with the students,use brainstorming to list responses.

n Evaluation
As an exercise in practising stewardship,each student is invited to consider which item or items
on his/her list can be done without or can be adaptedin some way to benefit the common good.
Invite the students to think carefully about seriously applying this. Once again, there should be
no pressure:the students should not be treated as children, but as adults. It is important that as
the teacher, you have practised this yourself. For instance,you might have managedto cut down
on smoking and channelledthe money spent on cigarettesto an agency helping street children, or
you might have decided that the sizeablebudget you spend on buying books can be put to better
use by sharing thesebooks with others who are interestedin them.

REFERENCES

Kathleen and JamesMcGinnis. Parenting@ Peaceand Justice. New York: Orbis Books, 1981.
Sidney M. Jourard. Hea1th.yPersona1it.v.New York: MacMillan Publishing Co., Inc., 1974.
Education for a Holistic, Integrated SustainableDevelopment, McGinnis, Parenting for Peace
and .Justice.

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LESSON PLAN 3

H Title
Sample lessonon Developmentand Environmental Concern

n Objectives
At the end of this lesson,the studentswill:
1. have developeda critical view of development,especiallyin terms of the threat it posesto our
environment;
2. have a greater senseof active participation as a citizen.

n Related values
Referencefor life. ecological sustainability. future-orientedness,senseof common good

n Content
There is no doubt that development is most welcome in many countries in the Asia-Pacific
region, however, this developmentmust not be allowed to endangerthe environment. To ensure
the care of the environment while enjoying the benefit of the development,students must learn to
be critically aware of the threats which developmentposes. They must also be empoweredto take
concreteaction when such a threat exists.

n Procedure
1. In previous sessions, the various environmental issues that exist today will have been
explained, and studentswill havebeenaskedto conduct a survey of their community to check
whether the developmentoccurring there has brought about certain environmental problems.
In this class, the studentsreport their findings. using the following questionsas a guide:
a) What developmentsdid you notice that havebeenpresentin your community for the past
five to ten years?
b) What positive effect has this developmenthad on your community?
c) What negativeeffects has the developmenthad on your community?
d) What specific environmental problemshave resultedfrom thesedevelopments?
e) What is the attitude of the community with regard to this developmentand to its effects?
f) What actions have been consideredor taken to address these specific environmental
problems or issues?
2. After hearing some of the students’reports, work together as a class to formulate a picture of
the positive and negative effects of development. Students can then, perhaps, classify the
effects as physical. cultural. psychologicaletc.

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n Evaluation
Challenge the students to use brainstorming to list ways of counteracting the negative effects of
development,especiallywith regard to the environment. The class could then adopt one specific
action to be taken, such as a visit to congressto proposea specific bill; a peace rally against a
factory that violates the pollution laws, the promotion of a boycott of a specific product that
threatens the environment; or arranging a proper waste management system in the local
community. The action must arise from a specific environmental issue that the class feels
strongly about.
 Chapter Five

THE STATE OF THE PRACTICE OF VALUES EDUCATION

IN TEACHER EDUCATION: COUNTRY REPORTS

n The Social, Economic and Political Contexts

Australia is confronted by social and economicrealities which act as catalystsfor an emphasison
values education within an international context as an important imperative in our schools, and
hence in the preparation of teachersfor thoseschools. Although theseforces for changeare many
and varied, it is possibleto categorizethem into two broad groups. On one hand, Australia and
Australians are increasingly being required to adopt a futures perspectivewithin both global and
national contexts in all that we think and do. At the same time we are being required to situate
this thinking and action in the context of a redefining of Australia and Australia’s place in the
world.
The need to adopt a futures perspective has become essential becauseof the pace of overall
change, particularly in such areasas technologyand the environment. Someof the most dramatic
technological developmentshave been in the areas of transport and communication, and these
have led to the increasedelectronic and physical contact and communication betweenpeoplesof
different nationalities and cultures. Concurrently, many Australians are exposed to mass
communication technologiescontaining values basedupon forms of “derivative popular culture”,
much of which emanatesfrom the United States. It is argued by some that these values are
secular in nature and that they have replaced earlier values based upon forms of religious
affiliation. The phenomenon of the emergenceof values associatedwith derivative popular
culture is perhaps most obvious in the younger generationsof Australians: significantly those in
the age groups with which teacherswork.
There is also increasing pluralization of family and occupational structures in Australia: with
sole-parent families becoming much more common, and increasedfemale participation in the
work force. This has led some Australians to perceive an increasing plurality of values in
Australian society with the consequentdemiseof so-called“traditional values”, which some claim
worked towards social order and cohesion.
Another interpretation of this trend targets economic factors. In recent decades,Australia has
been subject to cyclical patterns of economicgrowth and recession,which are typical of most, but
not all, capitalist societies. Two apparently intractable economic problems - high levels of
unemployment and an increasing polarization of wealth distribution - seemto have accompanied
theseeconomic cycles, leading to negativesocial consequences.
The emergenceof environmental concernsin Australia has occurredin responseto environmental
problems and crises caused by a commitment to economic growth and development and the
associated mindset of technological determinism. There is a growing awarenessthat such
challengesand problems transcendthe boundariesof the nation state and are the sharedconcerns

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of humanity. On a practical level. the necessarycompromises Australia has made between

economic developmentand environmental care have led to a focus on the concept of “ecologically
sustainabledevelopment”. Community debateand subsequentpolitical decision making, while
not uncontested,generally focus on this goal.
The current debatesinvolving redefinitions of Australia and Australia’s place in the world are
unprecedentedin our brief national history. They require an increasing acknowledgementof the
need to accommodatethe ethnic and cultural diversity within Australia in ways that achieve
national cohesionand respectand tolerancefor that diversity. At the core of Australia’s values is
the concept of multiculturalism. This is a social policy which broadly enjoys bipartisan political
support, and which espousesrespectand tolerancefor the cultures and values of all ethnic groups
at the sametime as aspiring for a senseof nationhoodand social cohesion.
At the same time, these redefinitions require considerationof Australia’s place in the “new world
order”. They are accompaniedby a strong desire to clarify and redefine our place and role in the
Asia-Pacific region. Some Australians, especiallywithin the businesscommunity, tend to seethe
growing relationships with Asia-Pacific countries largely in economic terms. This emphasis is
understandable given the way in which Australian governments deregulated the Australian
economy during the 1980s in order to make it more outward looking and internationally
competitive. The potentially immense importance of emerging international trading groups of
nations, such as APEC, has furthered this emphasis.
However, there is also an emerging perception amongst increasing numbers of Australians that
enhancing cultural links and mutual understandingare of even greater importance, and that such
objectives will also deliver economic benefits. The importance of this perspective is that it has
the potential to act against intoleranceand racism towards ethnic minorities within Australia, and
societiesand cultures within the region.

n The Educational Context

Australian has a federal political systemwith various responsibilitiesbeing the prerogative of the
national government, and others, including education, being the responsibilities of the various
statesand territories. This results in a situation where each state and territory education system is
unique. Despite this, as a result of the 1989 meeting of state and territory and federal authorities,
a set of “Common and Agreed National Goals for Schooling in Australia” was finally developed.
While there are strong economic and vocational emphasesin this set of ten goals, they also
contain some aspirations relevant to international education and values education. Examples
include “respect for others”; “an understanding of, and concern for, balanced development and
the global environment”; “to develop knowledge, skills, attitudes and values which will enable
studentsto participate as active and informed citizens in our democratic Australian society within
an international context”; and “to provide students with an understanding and respect for our
cultural heritage including the particular cultural backgroundof Aboriginal and ethnic groups”.
A very significant consequenceof the developmentof theseNational Goals was that they were to
act as a catalyst for an agreednational set of eight “Key Learning Areas”, which were intended to
provide the structural framework for all future curriculum development and implementation in
Australia. It needs to be emphasized, however, that the above goals, and subsequent
documentation in the eight “Key Learning Areas”are not syllabusesand hence, at this time, are
generally not the primary source of teacher planning and teaching, as this occurs when teachers
interpret and implement a state or territory syllabus document or utilize resourcesbased upon a

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syllabus. It is in the area of syllabus documentationthat the situation in Australia is very varied
and complex. To name but a few variables, differencesin syllabusesfrom state to state occur in
such aspectsas subject’terminology, objectives,level of specificity, suggestedor required content
knowledge (including values), and assessmentmethods. This enormous diversity makes it very
difficult to analyze the status of values educationand international educationat the national level.
There are, however, recent curriculum priorities and emphases which have influenced the
thinking of educatorsin most states,and which do have ramifications for values and international
education. These emphasesinclude:
. the priorities of environmental education and development education and the concept of
ecologically sustainabledevelopment;
. Asian Studiesas a national priority;
. languagesother than English (LOTE) as a national and state priority;
. an emphasison “equity” and of “Life Skills” and “Values Education”.
Other catalysts for the enhancementof international educationand values education in Australian
education systemsinchlde the role of teacherprofessionalassociations,and the existence of good
quality textbooks in the area, which are used as referencebooks by practicing teachers, and in
pre-serviceand in-service teachereducationcourses.

H Values Education in Teacher Education

Teacher education in Australia is somewhat shapedby, and respondsto, the various levels of
existing educational documentation, including curriculum goals, statements, protiles and
syllabuses. Teacher pre-servicecoursesnot only aim to make future teachersfamiliar with these
documents,but also aim to provide them with skills and strategiesfor interpreting the content and
then planning and implementing mcaninghl learning experiencesfor their students.
Teacher education in Australia has traditionally been carried out in institutions of higher
education. Prior to 1990. most teacher education was carried out in Colleges of Advanced
Education. but as a result of the policies of the federal governmentof the time, thesecolleges and
the universities were amalgamated at the beginning of the 1990s. Currently. the general
philosophical underpinnings of teachereducation in Australian universities are broadly similar in
intent, and an emphasis on vahles education and international perspectivesis generally given a
significant presencein the teacher education curriculum. Most Australian teachers are trained
through the Bachelor of Education mode, involving four years of full-time study. The specific
philosophy and structure of this degreevaries from one university to another, but in each casethe
award must have the approval of the relevant teacherregistration authority of the state or territory
in which the university is located.and must, of course.have credibility with the various education
authorities with whom the graduatesmay be seekingemployment.
Quite frequently. however, the subjects in the Bachelor of Education Degree are grouped into
such categories as “Foundation Studies”. “Education Studies”, “Discipline and Curriculum
Studies”, “Professional Practice Studies”. and “Elective Studies”(which may vary depending on
the particular degree,and spccializalionswithin the degree).
III gcncral terms, “Foundation Studies” and “Education Studies” usually aim to create an
understanding of education in its various social contexts, both Australian and more broadly. As
well. the various ethical issuesof the professiotlor teaching are raised and studentsare exposedto

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a conceptual understanding of values in general, and the specific values upon which the
philosophy of the particular Bachelor of Education is premised.
The overall purpose of relevant “Discipline Studies”is to provide students with knowledge and
understanding of the various areas they will be teaching. In certain curriculum areas this
involves a strong emphasis on an international perspective, and in nearly all cases places a
considerableemphasison values.
“Curricuhmt Studies”provide student teacherswith the necessarypedagogicalknowledge on how
to teach a particular curriculum area, frequently with an emphasis being placed on global
perspectivesand the teaching of values.
Finally, it is in the “ProfessionalPractice Studies”that student teachersare expectedto synthesize
a11of these other studies and translate their learning into successfulclassroom practice, which is
basedupon critical self-reflection about thesepractice teaching experiences.

n Conclusion
While much has been achieved in the priority areasof values education and the development of
international perspectivesin Australia’s schooling systemsand in teacher education in the past
few years, there is still much more that needsto be done. One of the greatestchallengesfor those
teacher educatorsand teacherswho are committed to theseareasas priorities is that they have to
constantly competefor time and resourceswith diverse other educationalpriorities. For example,
various recent educational reports, and indeed some community attitudes, have supported an
increasing re-emphasison literacy and numeracy, or have called for an increasing emphasis on
the knowledge, skills and attributes deemed necessaryfor the work force. Therefore, in an
increasingly economic-rationalist Australia, it is sometimes difficult for the more human
educational priorities (for example, vahres such as empathy, tolerance, mutual respect and
understanding, a commitment to peace and human rights, environmental concern, and a
commitment to ecologically sustainabledevelopment- all situated within an international rather
than a purely national setting) to compete with what are frequently perceived as the more
utilitarian outcomes of education. Moreover. international education and values education are
two areas of enormous conceptual complexity. Despite some trend towards globalization, this
complexity still challengesteachereducatorsand teachersin coming to terms with issues,peoples
and places that are sometimes very different from those to which they are accustomed. To
celebrate difference, it is necessaryto understand it. and central to this process is the need to
understandboth one’s own values and those of others. It is to be hoped that the contents of this
sourccbook.with its truly international authorship, will play an important role in this process in
the education systemsof all the countries of APNIEVE members.

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m Development of Values Education Programmes in China

Since the 1980s the Chinese Governmentand people have endeavouredto overcome a crisis of
moral education by solving the contradiction of values coming from a time of transition in the
country’s economic system.
TO this end the State Education Commission has formulated a system of objectives of moral
education in primary and middle schools, and colleges. These objectives include the values
conceptsrelated to self, companion,group, society,country and the world.
Correspondingly, the content and priorities of the moral educationcurriculum have beenadjusted.
Stressis now laid on Chinesemodem and contemporaryhistory and the Chinesesituation, and on
developing an awarenessamong pupils of the basic standards of civilization. The aim is
gradually to form a comprehensivesystem of values education, combining the cultivation of
political values, ideals, moral and mental qualities and personality.
An holistic, multiple-channel, “three lines and one plane” ethic education system has been
introduced. The first line denotesvalues education lessons;the second line denotes the class,
Young Pioneers and Youth League activities; and the third line includes social activities and
labour education. The “one plane” refers to the incorporation of values education in the teaching
of all subjects and through all activities. so that it can implicitly play a positive role in all
education.
Intersecting teaching objectives have been designed, with cognition, affection and practice
forming the vertical dimension of grid. and the horizontal dimension comprising three different
developmentallevels.
Teaching examplesfocusing on international educationand values education have been prepared.
In doing so it was kept in mind that teachersought not to just instil knowledge into their pupils’
minds but that they must cultivate their pupils’willpower and their ability to think about, analyze
and practice what they learn, Hence, in values educationgreat emphasisis placed on the study
and reform of teaching methods. In contrast to traditional methods, present teaching methods
have the following distinctive characteristics:
. Concrete demands: The ethics demandedof pupils must not be abstract or vague, but
concreteand clear. The pupils are not only required to rememberthese,but to practice them.
. Varied approaches: Becausepupils are bound to have a lively, active nature, the values
teaching methods adopted need to acknowledgethis through the use of varied approachesin
contrast to the simple, single teaching methods employed in the past. Better results have
been achievedby combining classroomeducationwith extracurricular activities.
. Integrating values education: To raise pupils’ ethical, cognitive and practical capabilities,
values education requires close co-ordination with other fields: the teaching of all subjects,
school and class activities, young pioneers activities, labour practice activities, family
education etc.

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Furthermore, teachersof values education are required to maintain three essential links in their
work:
. They must guide the pupils in correctly understanding the positive and negative
psychological characteristicsof personsmentioned in teaching materials, at the same time
paying attention to cultivating the pupils’ own healthy psychological characteristics. By
analysing the psychologyof positive and negativepeople,efforts are made to enhancepupils’
ability to make rational judgementsand to help them shapea sound personality.
. Pupils need to be guided in developing self-awarenessand self-discipline. In developing
ethical conduct, they will expcricncea struggle within themselves.
. Pupils need to recognize society’s values and cultivate ethical behaviour through practice.
The raising of a person’s ethical standardsis inseparablefrom his/her behaviour, which can
be influenced to various degreesby educationand social practice.

w Response to Challenges - The Training of Teachers

Chinese society faces the challengeof educatingstudenlsin humane, moral and ethical behaviour
and values, and in an awarenessof a needfor international co-operation. To realize this, we must
start with teachertraining, becauseteachersare the primary instrument of education.
Finding ways to overcomenegative factors causedby the transition from a planned economy to a
market economy in China, and how to promote a co-ordinated development of society have
become the firm responsibility of schools, especially moral education. This is the main precept
underlying the training of teachersat present. To accomplish this, the following concepts must
underpin the practice of teachersand educationists:

0 A move away from education focused on the preparation for examinations to education
focused on cultivating the students’ qualities
In the contemporary world, economics,science and technology are keenly competitive, the
talents and the qualities of those involved being fundamental to this competition. In the final
analysis, the development of talent and the qualities of people depends on education.
Generally speaking, quality education includes: the nurturing of physical and mental
qualities. scientific and cultural qualities, and ideological and moral qualities. The
orientation of basic educationwill now shift from the pursuit of greater numbers of students
entering schoolsof a higher level, to raising the overall quality of studentsin rounded way.

0 Co-ordination of scientific progress and humanistic education

It is people who decide whether to apply science and technology to good or evil purposes.
With the rapid development of science and technology today, strengthening humanistic
education to producepeoplewith soundand rich humanistic thought for society has becomea
matter of great significance.

o Reconciling individual needs with the needs of society

Under a market economy there is the possibility of producing extreme egoism and the
worship of money and high living. Under such circumstances,values education needs to
teach pupils that individual benefit should not be at the expenseof society and the national
interest. Studentsshould learn to be responsiblefor their actions. When a student is making

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a decision to satisfy a personal need or desire, he/she should act responsibly and consider
whether that decision will harm others or the ecologicalenvironment.

0 Merging a competitive spirit with a sense of co-operation

The transformation of society will not only affect people’s concept of values, but also their
actions. Just as under a planned economyan emphasison co-operation will retard economic
development; under a market economy, emphasis on competition will surely lead to
deterioration of social morality. Moral education in schools should emphasizeco-operation
in competition and competition in co-operation.

At presentthe Chineseeducationsystemcan promote the reform of teaching only by transforming

teachers’conceptsin the courseof their training. Specialemphasisis given to moral education in
schools’radio, TV and audio-visual educationprogrammes;and modern approachesto teaching
are popularized in various ways. Moreover China has adopted a wider range of teaching
methods. and has strengthenedinternational exchangeand co-operation. China will absorb and
draw on the successfulexperience of other nations in developing and managing its education
programmes.

Policies, Programmes, Development and Implementation of International

Education and Values Education at the Teacher Training Level

n Is There a Need for Values Education?

India is passingthrough a phaseof transition which posesa special danger in the erosion of long-
acceptedvalues. Values are disintegrating on all fronts in public and private life. Crime, violence
and indifference to suffering has spread IO all walks of life. There is deculturization,
dehumanization and alienation. There is threat to democratic setting. These problems cannot be
tackled piecemeal. What is needed is a drastic change in the entire outlook of people, with
respect to human values and the value placed on the environment. This calls for a deliberate
thrust on values in the educationsystem.

I What Values Are To Be Developed?

Infusion of a spirit of piety and religiousness.formation of character,developmentof personality,
inculcation of civic and social duties, promotion of social efficiency and preservation and spread
of national culture may be describedas the chief aims and ideals of ancient Indian education.
The preambleof the Constitution of India emphasizesvahtes,and readsas follows:

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“We, the people of India, having solemnly resolved to constitute India into a
Sovereign, Socialist, Secular and Democratic Republic and to secure all its citizens
justice-social, economic and political; Liberty of thought, expression, belief, faith and
worship; Equality of status and of opportuni@ and promote among them all,
Fraternity assuring dignity of the individual and the unity and integrity of the nation”.

Various high level commissions and committees, like the University Education Commission
(194%49), Secondary Education Commission (1952-53), Sriprakash Committee (1959).
Sanpurnanand Committee 1961) The Education Commission (1964-66), National Policy on
Education (I 986 and 92), Rammurthy Committee (1990), Plan of Action on NPE and other
working groups set up by Government of India have all recommended value orientation
education.
The working group (1983) headed by Kireet Joshi gave very valuable suggestions for the
improvement of values educationin schoolsand teachertraining institutions.
The Education Commission (1964-66) recommendedthe introduction of education in moral,
social and spiritual values in all institutions from K.G. to P.G. level. It clearly states that
moderni7;tion does not mean, under Indian conditions, a refusal to recognize the importance of
moral and spiritual values and self-disciplinesand the need to inculcate these. A balance has to
be struck betweenthe knowledgeand skills that scienceand technology bring and the values and
insights associatedwith ethics and religion. The Commissionfurther insists on the development
of special literature by universities, and the tolerant study of all religions so that India’s citizens
can understand each other better and live amicably together by developing certain broad moral
and spiritual values.
While stressingnational consciousness,the Education Commission seesno contradiction between
nationalism and international understanding. It saysthat if, through the schoolsand universities,
a person learns to appreciatethe basic rightnessof the fruitful diversity of cultures of mankind in
his own federal and multi-community country. he is less likely to forget it on the international
plane where he deals with personsbelonging to different nations but enjoying equal membership
in the commuriity of mankind. India has to strengthenthis world view and motivate the younger
generationsto promote international co-operationand peacehI existence.
National policy on education(1986) says:
“In a culturally plural society, education should foster universal and eternal values
oriented towards the unity and integration of people. Such value education should
help eliminate obscurantism, religious fanaticism, violence, superstition, and fatalism.
Apart from this combative role, value education has a profound positive content based
on our heritage, national goals and universal perceptions”.

The action plan for national policy of education, 1986, recommendsdeveloping model syllabi and
exemplar instructional packagesin the following ten core areas: 1) History of India’s freedom
movement, 2) Constitutional obligations, 3) Content essentialfor nurturing national identity, 4)
India’s common cultural heritage, 5) Egalitarianism, democracyand secularism, 6) Equality of
sexes. 7) Protection of environment, 8) Removal of social barriers, 9) Observance of family
values, IO) Developing positive attitudes towards science. It further emphasizesstudents’love
and understanding of India’s natural and cultural heritage. It expects teachers’associationsto
uphold the dignity of teachersand their professionalintegrity. It says,as far as full-time teachers
in educational institutions are concerned.that their principal role is and will always be teaching

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and guidance of tlieir pupils, not only through classroom instruction and tutorials, but through
persona! contact and the numerousother meansteachershave always employed in building the
character of their pupils.
The report of the committee set up by the Ministry of Human Resource Development of the
Government of India on Minimum levels of learning (1991) recommends the following nine
values to be developedat the primary stage: 1) Regularity and punctuality, 2) Cleanliness, 3)
Industriousness, 4) Sense of duty and service, 5) Equality, 6) Co-operation, 7) Sense of
Responsibility, 8) Truthfulness, 9) National Identity.

I What Do the Committees, Commissions and Working Groups Have to

Say about the Values Education of Teachers?
As regards teachers’training, the views of different committees and working groups may be
surluned up as follows:
1. Teacherssliould be given necessarytraining in effectively developing values among students.
(Sliimla Conference, 198I).
2. We want our teachersto be value orientated,becausewe want them to be rightly equipped as
vehicles for transmitting values for the benefit of our children and youth (Working group.
1983).
3. Values education should constitute a special thrust in the 7th Plan, teacher education in
particular being orientated for this purpose(SeventhPlan document, 1984).
4. Prospective teachers are expected to understand cultural issues with respect to values
concepts, types of values and the problems involved in instilling these. It is also expected
that they will be we!! versedin the valuesenshrined in our constitution, culture and heritage.
In training teachers, it is important to ensure that they learn to understand the importance of
values education: interpreting values in contemporary contexts, and evolving strategies for
instilling them among their stirdents (National Council of Teacher Education Curriculum
Framework. 1996-97).

n How Are Values Education Programmes Being implemented?

Fortunately a good number of sclmols in India offer moral science as a subject. Others try to
develop values in cltildren although they do not have a syllabus specifically designed for that
purpose. But a good number of institutions lltat teach values education do not have teachers
trained in this area. On the otlier hand, if a teacher is personally committed to values and
practises them in his/her own life, it is a foregone conclusion that the students will absorb and
nurture the teacher’s values. However most teachersdo not practise thesevalues themselves,and
a good nrunber of teachers do not love their own profession. Most values education in the
classroom is a matter of dictation, it is not even presented through reasoning. Hence this
combination of factors adverselyaffects the developmentof values in children.
If we look at the teacher training institutions, we find very few emphasizing values during
training and even fewer offering values education as a separate paper. The same is true of
institutions with a climate that nurtures values developmentand where teacher-educatorspractise
values themselves. Very few institutions arrange weekly or fortnightly talks on topics related to

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values and periodically involve student-teachersin social service activities. The situation in other
educational institutions is worse, with probably no trace of values educationat a!!.
However, there is great hope for the future successof values education in schools and teacher
training institutions. The Ministry of Human ResourceDevelopmentof the Government of India
offers funds for conducting workshops. orientation programmes,researchprojects and seminars,
for the promotion of values and culture by educational institutions and voluntary organizations.
The National Council of Teacher Education is also planning and organizing programmes on
values education for teachers. The NCERT, which focuses mainly on school education, is
preparing curriculum and instructional materials promoting values. It is also conducting
workshops and orientation programmesand undertaking researchprojects on values education.
Universities, teacher education associations and teachers’ associations are also organizing
training programmesand workshopsfor the developmentof values education.
Two teacher training institutes are really doing good work in values education, namely the Sri
SatyasaiInstitute of Higher Learning (DeemedUniversity) Prasantinilayam, Andhrapradesh,and
the Sri Ramakrislma Institute of Moral and Spiritual Education, Mysore, Karnataka. A lot of
ideas are revealed on visits to these institutes. The values education syllabus at the Sri Satyasai
institute of Higher Learning includes such major topics as: the concept, need, importance,
meaning. nature, sources,selection. scopeand evaluation of values; the methods and techniques
used in values education; and theoriesand modelsof values education. This university also gives
more importance to the development of values in other courses than do other educational
institutions. In a similar manner tlte Sri RamakrishnaInstitute of Moral and Spiritual Education
covers SIIC!Imajor topics as: tlte meaning, purpose, sources, and scope of moral and spiritual
education; teaching methods,tools and techniquesand curriculum; planning for a lesson in moral
and spiritual education; practical activities; historical development of moral values; factors
affecting moral development;moral problems;and the developmentof moral personalities.

n What Other Steps May Be Taken in the Area of Values Education?

In spite of low literacy. poverty, population explosion and acute unemploymentproblems, Indians
have continued to respectvalues. Integration of materialism with spirituality has been the clarion
call of India rigltt from the age of Vcdanta. Time has come to recall and regain such values. For
this, the country relics to a great extent on teachersas they hold a position of great respect in
Indian society. But first these teaclters must be inspired by the teacher educators. Hence it is
absolutely necessaryto strengthenvalues developmentin teacher training institutions. Following
are some of suggestionsas to how this might be done:
I. Values educationcells may be set up at national. state and district levels to conduct research,
orientate teachers and teaclicr educators,and develop teaching and learning materials on
values education.
2. Due weight should be given to values education in schools and teacher training institutes.
There sliould be at least a paper on values education in a teacher education curriculum, and
values should permeateal! the institute’s activities.
3. Regular in-service refreshercourseson valueseducationmay be arranged for a!! teachers.
4. The effort to promote values education should not be piecemeal; it should be systematic,
continuous and we!! planned with appropriate evaluation strategies and follow-up
programmes.

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5. People involved in values developmentshould be the key personsfor deciding the orientation
and development of teacher training materials for values education, and should occupy key
posts in values educationcells.
6. Seminars and meetings may be arranged in all parts of the country to make people in all
sectors aware of the crisis with respectto values in society and the severely adverse effects
this will have in the next few years. This raising of awarenessshould begin with the headsof
educational institutions and educationaladministrators.
7. Values education packages, including video cassettes,may be developed to promote the
practice of values in teacher-training institutes and schools.
8. Love of the teaching professionshould be the main criterion for recruitment of teachersand
teachereducators.
9. The mass media, parents, teachers and educational administrators should join together to
make the values educationsystema great success.

n Introduction
The well-known motto of the Indonesianstate is “Bhinneka Tunggal Ika”, which means “Unity
in Diversi@“. This watchword symbolizes the fact that this populous nation is spread across
thousands of islands and consists of multi-ethnic groups with their own vernaculars, colourful
cultures, religions and/or indigenousbeliefs. and live and spreadon the thousandsof islands.
To unite thesepeople in one single national statewas (and still is) a gigantic effort in a drawn out
history of nation and modern state formation. The nation was usheredin by its founding fathers
at the beginning of this century and the processof national, cultural, and character building is
still continuing. especiallyin facing and anticipating the impacts of globalization. The ones who
undertake the responsibility of keeping the nation and state intact and solid are not only
Indonesian leadersand statesmen.but also the educatorsand teachersof the young.
Education on Pancasila (five basic principles) as a way of life and philosophy of the nation, the
foundation and ideology of the state, is the main concern of all Indonesians, now and in the
future. Pancasila contains values which are not only applicable to the national conscienceand
for meeting national needs,but are also quite universal, particularly in relation to a belief in the
Almighty God and the rights of all humans. These five basic principles include: Belief in One
and SupremeGod; Just and C’ivilized Humanity; The Unity of Indonesia; Democracy Led by the
Wisdom of Deliberation amongst Representatives;and Social Justice for the Whole People of
Indonesia.
Education based on the perception and practice of Pancasila has been intensified since 1978 at
every level of schooling. in higher educational institutions, in public service units. in
communities, in societies,and for the nation as a whole. Every principle of Pancasila has its use
and functional value(s) as well. The first principle teaches that the adherents of different
religions and beliefs have a common responsibility to continuously lay down a strong spiritual
and moral foundation and the ethics necessaryfor national development. The secondprinciple is

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to heighten human dignity by acknowledgingcitizens’rights and obligations, and by eradicating

all kinds of human domination, misery, and injustice. The third principle is to build and
maintain solidarity in the form of national integration within all aspectsof the community, the
society, and the nation. The fourth principle is to implant and extend the Pancasila form of
democratic political system, which so far has been able to maintain dynamic national stability.
increasethe conscienceand political responsibility of Indonesian citizens, and stimulate them to
take part in the political process. The fifth principle of Pancasila is to increaseeconomic growth
without creating socio-economicgaps, in order to achieve well-being and social justice for all
Indonesians.
In essence,the five principles of Pancasila are in accordancewith the core values championed by
UNESCO; that is, peace,human rights, democracy,and sustainabledevelopment. In elaborating
the principles below, we can seethe rules of conduct for implementing Pancasila. We now need
to decide how to incorporate Pancasifa into teaching-learningplans for the student-teacherswho
will later be responsiblefor teaching the principles to their students. In this module, one or two
selective rules of conduct for eachprinciple of Pancasila are representedin sample lessonplans.

n Goal and Objectives

Teacher education institutions aim to provide studentteacherswith the concepts,values and skills
for understanding, implementing. and internalizing the five principles of Pancasila. Student-
teachersare also expectedto understandand implement Pancasila values in their daily life, and
to master proceduresfor integrating thesevalues into subjectmatter for teaching others.

n Core Values
The five fully integrated principles of Pancasila representcore values. Each core value has been
divided into sub-values,resulting in forty-five rules of conduct. As Pancasila is an open ideology,
it can accommodateexternal values that enrich and strengthenthe existing ones. In other words,
any other values Indonesian peoples might hold would be accepted,provided that they do not
conflict with the Pancasila valuesand Indonesia’snational development.

n Strategies and Approaches

fancasila education is values education and it is questionablewhether specific strategies are
neededfor instilling values. Any strategy that enablesstudents to understand, internalize, and
practice the values in daily life arc deemedappropriate. For this reason, rich direct experiences
based on principles of active learning and relevant to the specific value(s) being taught, will
enable the studentsto:
. develop deepawarenessof the importanceof practicing the principles of Pancasila;
9 develop awarenessof the values;
. develop comprehensiveunderstandingof the inherent values within Pancasila;
. internalize thesevalues;
. appreciatethe exemplarybehaviour of teachersand peersthat is consistentwith the values;
. assimilate and accommodateknowledgeconcerningthe values;
9 benefit from what they learn about the values:

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. participate in exploring various alternative behavioursconsistentwith the values;

. make wise decisionsby observingthe values;
. make use of the teacher as a resourceful facilitator in understanding and intemalizing the
values;
. develop a senseof responsibility;
. convince themselvesof the values by investigating their truth;
. practice the values in their own behaviour;
. develop independencein practising the values. Meanwhile the strategy requires teachersto:
. set a good example consistentwith the values;
. encouragestudentsto help formulate learning objectives;
. emphasizeeffective communication with their students;
. motivate their students to actively participate in all learning activities, particularly ones
requiring interaction among students;
. recognize less relevant but positive contributions and behaviours demonstratedby students
through their learning activities;
. maintain group cohesivenessamong students;
. give studentsopportunities to make important decisions;
. spare time to deal with students’personal problems in understandingand intemalizing the
values;
. perform their role as resourceml facilitators by developing understanding, internalization,
and practice of the values;
. supervise,guide, monitor and evaluatestudents’learning activities.
As mentioned earlier, various teaching-learning strategies can be implemented; a behaviour
modification model, an information processing model, a social interaction model, a personal
learning model, and a values clarification model all being equally valid. The teacher should
apply the most appropriate model in accordancewith the objectives of learning, the teaching
materials, the level of student development, his or her own mastery of the model, the
environmental conditions, and other related situational factors.

Japan’s interest in APNIEVE essentially lies in the field of education for international
understanding, as evidenced by this country’s insistence on maintaining the 1974 UNESCO
Recommendationon International Education at the 44th Sessionof International Conferenceon
Education in Geneva in 1994. Similar stress was placed on international education at the
Organizational Meeting of APNIEVE in Seoul in 1995.

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International understanding is one of the priorities of Japan’s education policies. Three major
issues were defined under the government of the then Prime Minister Nakasone (1984-87) as
being critical domains of education reform: namely, internationalization, information technology,
and the environment. This period is known as the Rinkyoushin Reform.
While educationfor international understandingstarted in Japanwith UNESCO’s initiative, there
has been a marked shift towards education for intemationalization of the Japanesesince the
Rinkyoushin Reform.
This report covers Japan’s teacher training in general, and the role this plays in education for
international understanding.

n Teacher Education in Japan

Before World War II, teacher training was carried out in a most efficient closed system, which
achieved a very high standard of teaching, but which imposed a rigid discipline: no freedom of
thought or critical thinking was allowed. This contributed to Japan’s move towards
totalitarianism.
Post-war education reform convertedthe teachertraining systemto one where all universities and
colleges can offer teacher training programmesfor various subjectsat different levels, provided
these meet conditions laid down by the Ministry of Education.
There is no nationally defined teachertraining curriculum in Japaneseuniversities. The content
of courses is generally left to the professorsand other teaching staff, although some university
departmentsmay define the content of their courses.
While there are some variations to accommodatespecial circumstances,the general requirements
for obtaining a teachercertificate at the secondalylevel are:
1. 40 units of coursesin the specializedsubjectareas;
2. 19 units of coursesrelated to teaching methods,the psychologyof learning, pedagogyetc.;
3. teaching practice of a few weeksduration.
Any students who successfullycomplete the required courses are certified as qualified by the
Prefectural Board of Education. However. a marked decreasein the school-agepopulation has led
to the closure or amalgamation of numbersof schools,so young graduateshave little prospect of
becoming teachersfor severalyears.
While education for international understandingis an educationpolicy priority, it is not a specific
subject in the national curriculum for elementaryand secondaryschools. Consequentlythere is
no specific pre-servicetraining for theseeducationalactivities and no teacher’s certificate related
to this area. There are, however. many in-service training programmes.

n Education for International Understanding

With no nationally prescribed curriculum in international education, it is left to individual
schools and teachersto decide what they ought to do in this regard. Most include international
education in such subjectsas social studies,history, geography,civics, languages.nature study, or

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moral education, but some particularly active schoolsand individual teachershave implemented
experimental schemesand study-abroadprogrammes.
Japanese education for international understanding covers diverse aspects, including:
intercultural understanding; global education; human rights, peace and democracy education;
environmental education; and development education. While each of these constitutes an
independentdomain, the Ministry of Education could group them under the common banner of
education for international understanding. Some of them could also be dealt with within the
domain of moral education.which may be closer to valueseducation.

l Moral Education
There has always been confrontation in Japan between proponents of universal values in
education and those favouring a national bias in defining objectives. This is true both of general
education and moral education.
At the junior level, the objectives of moral education are orientated towards universal values
rather than national ones.
At the senior secondarylevel, some aspectsof what might be termed moral education are covered
under civics.
The objectivesof moral educationat both levels are:
. to promote within a persona respectfor life;
. to educatea person who will renew and further develop the traditional culture and from this
create a rich new culture;
. to educatea personwho will endeavourto form and developa democratic society;
. to educate a person who can contribute to the realization of a peaceflll international
community;
. to educatea person to bc an autonomousJapanese;
. to enhancemorality.
To this end, curriculum content is formed around four main themes:
. the developmentof self;
l better relations with others;
. nature and the sublime:
. living as part of a group within a society (that is, as Japanese in the international
community), and the morality required in a democraticand cultured society and nation.
Becausethere is no national teachertraining curriculum or syllabuses,the curriculum guidelines
set out above are not translated into textbooksor other instructional materials. Japan is extremely
cautious about moving into values education. Bitter experience has taught the Japanesethat
values grow spontaneouslyamong the people. It is impossible to conceive a values education
prescribedby the State, which is why it is left entirely in the hands of each professorin charge of
teachereducation to determinethe content of his/her courses.

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n Introduction
Malaysia is a multi-religious and multi-racial country. It has amongst its inhabitants adherentsof
almost all the major religions of the world. The idea of values education is not new in this
country. Values education, especiallyvalues educationthat is in line with the teaching of Islam,
existed long before formal educationbegan here. Today, Malaysian schoolsare organized within
a national system, Since the 1980s the Malaysian Ministry of Education has carried out
extensive education reform, especially at the primary and secondary levels. In this reform,
humanizing education through an integrated programme has received top priority, and a clear
statementof the National Philosophyof Educationbasedon a belief in God has beenformulated.
In Malaysia, the main focus of an integrated education is on the development of meaningful
relationships, that is, the relationship betweenbody, mind, and spirit; the relationship between
one’s responsibility to God, one’s self, the universe, and the community; and the relationships
between various domains of knowledge. There is widespreadconsensusthat values education
must be made accessibleto all students; that it must be presented as a connected body of
knowledge rather than a set of discrete ideas; and that it must be acquired in meaningful contexts
in which good and humane values are assimilatedin all school subjectsand with the interests of
students.

n Basic Assumptions
Besidesthe National Philosophy of Education, the Malaysian Constitution, the Malaysian Vision
2020, and the Malaysian National Ideology (Rukunegara)provide basic guiding principles for a
faith-based values education. The Rukunegara, for instance, spells out five basic principles:
Belief in God, Loyalty to King and Country, Upholding the Constitution, Rule of Law, and Good
Behaviour and Morality. An important outcome of values education in Malaysia is that it is
basedon certain basic assumptions:
1. Values are not passively received, but are actively built up by the cognizant learner. In
another words, values are socially constructedover time.
2. Values are not a collection of isolated rules and facts. Instead, they can be perceived as a
network of ideas,where each idea is connectedto severalothers. To be useful, values should
be taught as a unified body of knowledge.
3. God has a major influence on people’s lives and, thus, there are absolutevalues basedon the
teaching of religion, and relative values createdby human minds.
4. There are someparallels regarding what is perceivedas good by one religion and similarly by
others. Since Islam is the official religion in Malaysia, non-Islamic values could also be
viewed in the light of their relationshipswith Islamic values.
5. School is not neutral, but a value-loadedenterprise. Teachersneed to play the role of moral
educators,instructors, facilitators. and exemplars.

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6. God creates human beings for specific purposes, and values education should stress an
integrated view of man, in as much as human character involves the interplay of four basic
elements: spirituality; knowledge;attitudes and values; and action.

n Tridimensional Method
Values education in Malaysia has focused on four basic components of morality, namely the
affective component (identity, feeling, commitment, and maturity); the cognitive component
(becoming informed, being capable of moral reasoning, and being a good planner); the
behavioural component (survival skills, good habits, and services); and the spiritual component
(intention, belief system, moral responsibility, and relationship with God). In the Malaysian
integrated educational curriculum, the scope of values education is very broad. The
tridimensional method, involving the combination of the three major approachesoutlined below,
is used to inculcate and developgood and humanevalues acrossthe curriculum.
. The Direct Approach: This approach involves the teaching of two specific school subjects
which focus directly on moral development, ethics, and values education, namely Islamic
Education (for Muslims) and Moral Education (for non-Muslims) at both the primary and
secondarylevels.
. The Indirect Approach: This approach involves the use of school curriculum subjects as
vehicles for values and moral education. The indirect approach is partly based on the
assumption that understandingin humanities demandsthe development of imagination and
intuition that can enhancemoral and intellectual sensitivity.
. The Implicit Approach: This approach involves such strategies as integrated learning,
integrated teaching, integrated ways of knowing, and integrated perceptions.In this context,
how teachersteach is as important as what they teach.

n Major Aspects
Since the tridimensional method is used to develop moral values at the school level, the values
education curriculum model at teacher training level involves a conceptual model for teacher
education. an integrated model for teaching school subjects,and an integrated model for learning
school subjects.
The conceptual model for teacher education stressesteachersaccountability, relationships, and
responsibility in three domains: namely, God (vertical domain), one’s self (inner domain), and
society (horizontal domain). Within each domain, the teacherneedsto develop several objectives
of learning. such as:
9 knowledge of subject-matterand its connectionacrossthe curriculum;
. skills related to the subject-matterand skills in using instructional materials;
. values, including universal, spccitic, procedural, and intrinsic values, that can be developed
through the teaching of specific topics.
In this integrated model of teacbing subject matter, the goal is to enable students to acquire the
rclcvant knowledge and skills, thinking and reasoning skills, problem-solving skills, moral
reasoning, moral decision-making.and a good value system, As the subject-matteris going to be
used as a vehicle for values and moral educationin Malaysia, such a model contains components.
such as:
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. initiating (to help studentsencounterexamplesof the new conceptsand skills);

. abstracting (to help studentsunderstandthe conceptsor skills being taught);
. schematizing (to help studentsbuild-up schemesof actions and operations);
. consolidating (to help studentseasily recall new conceptsand skills);
. transferring (to help studentsapply conceptsand skills in a variety of new situations);
. actualizing (to help students use new concepts and skills for personal growth and
development);
l diagnosing (to infer whether studentshave masteredeach level of knowledge).
Finally, in the integrated model, knowledge is viewed as personal knowledge and it arises from
children’s active attempts to interpret the world around them. The quest for knowledge involves
empirical experience,rational experience,and spiritual experience.In this context, the processes
of induction and deduction are cyclically interrelated. According to the integrated model,
learning consists of four interrelated activities, namely active participation, reflection on physical
and mental activities that have been carried out, abstractionof critical ideas basedon the process
of reflection, and building up meaning by relating new schemesof knowledge to divine guidance
(teaching of religion).

n Conclusion
An important outcome of values education at the teacher-training level in Malaysia is the
presentationof values educationas a unified discipline: a woven fabric rather than a patchwork of
discrete ideas. To be useful, moral values should be taught in contexts that are meaningful and
relevant to students. As studentsand teacherscontinue to think about the importance of religious
and humane values in life, values educationwill grow and becomedominant.

n Introduction
The EDSA Revolution in February 1986was considereda breakthrough for values transformation
among the Filipino people. This event sparked a series of efforts and initiatives, from
government and non-government sectors, directed at social transformation. In education, the
New Bachelor of SecondaryEducation (BSE) curriculum, which provided Values Education as
a major field of specialization (MECS Order No. 37, s, 1986 signed by then DECS Secretary,
Dr Lourdes R. Quisumbing), was issued to prepare teacher specialists who would handle the
SEDP Values Education, which started in the first year level during the 1989-90 school year.
Since then, the Values Education programme has gradually attracted great interest, not only
among the teacher training institutions, but from other tertiary programmes as well. Even
engineering, scienceand technologyprogrammesin the major collegesand universities started to
require 3-12 units of Values Education in their programmes. Coursesin social and behavioural

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 * Learning to Live l&ether in Peaceand Harmony *

sciences integrated lessons on Peace and Global Education, Sustainable Development, Earth
Spirituality, Gender Equality, Human Rights, Justiceand Peace(HRJP).
The latest trend in the Values Education programme in the Philippines is its inclusion as an area
of concentration or field of study and, starting in 1996, as an area in the General Education and
Professional Education componentsof the Licensure Examination for Teachers (LET). Teacher
competenciestested in General Education under the area of Social Sciencesinclude:
. Human Rights
9 Peaceand Global Education; Values, Ethics
. Moral Education.
In the Professional Education component, the competenciestested under the area of Social
Philosophiesare:
. basic principles in situations depicting moral dilemma
. values of nationhood
. rights and authority
. responsibility and accountability
. ethical principles in situations in teachers’relationshipswith other individuals and groups.
Moreover, the graduatesof the BSE programme in Values Education are tested in their major
field of concentration, as with other BSE majors. The competenciestested include the following
areas:
. philosophical and moral foundations of valueseducation;
. values developmentand formation;
. the goals of Values Education in the Philippines;
. sourcesof values and factors in values development;
. approachesand strategiesin vahles development;
. the Moral RecoveryProgramme;
. the impact of an information-driven society and the growing global village on the values Of
the people;
. commitment to social responsibility and accountability;
. evaluation of the affective outcomesof learning.

n The PNU Curriculum Programme in Values Education

The Philippine Normal University (PNU) started its Values Education programme in November
1987. Designatedby DECS as the Ccnter of Excellence(Centrex) in Values Education, it initially
trained teacher-scholarsin the elementary levels as well as Regional Trainers for secondary
school teachersin Values Education. A number of teachersacrossall levels are now enrolled in
the M.A. and graduate diploma programmes. As well as this in-service training, the department
also trains pre-service education students,both for Bachelor of SecondaryEducation (BSE) and
for Bachelor of Elementary Education (BEEd) programmes.
As an important component of the PNU training, the community action programme not only
enhances the personal awarenessof faculty and students, but also instills in them social and

122
 * Country Reports *

political responsibilities. To demonstrateits multi-sectoral concern, the programme expands to

include indigent parents, out-of-schoolyouth and street children as beneficiariesof the training.
The researchefforts of faculty and studentsare focusedon the validation of teaching content and
strategies,and on the developmentof skills in ethonographic/participatoryresearch.This research
is recognized as being important in understanding and transforming the value system of the
Filipino.

n Goals and Objectives

The programme’s goal is to produce a truly Filipino Values Education teacher who will be an
effective agent for social transformation - the personwith the desiredqualities and values needed
in building a nation, and someonewho is, above all, “Makadiyos, Makatao, Makabayan and
Makakalikasan ” (Pro-God, Pro-People,Pro-Countryand Pro-nature).
The programme’s objectivesare attained through a holistic process.There is always a purposeful
simultaneousdevelopmentof the intellect, values and teaching skills of the future teacher, with
the following emphases:
. Background knowledge and information to help the student develop a construct system
adequatefor critical analysisof the raison d’Ctre of values development.
. Emphasis on the whole person and the affective well-being of the student as an individual
and as a member of society.
. Development of the professionalskills of the value educator to enable him or her to handle
formal and informal classesin Values Education.

1. The Undergraduate Programme

a) Bachelor of Secondary Education Major in Values Education
VEl PersonhoodDevelopment(Requiredof all studentsregardlessof majorship)
VE2 PhilosophicalFoundationsof Values Formation
vE.3 Family Life and Values System
VE4 Sociological and Political Perspectivesin Value Transformation
vE5 Filipino Psychology
vE6 Theories of Values Development
VE7 Peaceand Global Education
VE8 Community Serviceand Nation Building
VE 9 Psycho-SpiritualDevelopment
VE 10 The PNU ACES Teaching Approach and Strategies
VE I I Values Integration in Various Disciplines
VE 12 Behavioural Statisticsaud Assessment
VE I3 ResearchMethods in Values Education

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 * Learning to Live Togetherin Peace and Harmony *

b) Undergraduate Certificate in Values Education

vE2 vE5
VI33 vE7
vE4 VE IO
Total No. of Units = 18 Units

2. The Graduate Programme

a) Master of Arts in Education with Specialization in VE
Care (burses (9 units)
ED 50 I Philosophyof Education
ED 502 Educational Statistics
ED 503 Researchand Scientific Writing
Specialization Courses(21 units)
VE 50 I Philosophical and Theoretical Basesof Values Education
VE 502 AdvancedCoursein Values Transformation
VE 503 Filipino Psychologyand National Development
VE 504 VahresEducation and Developmentin the Sciences
VE 505 Approachesand Strategiesin Values Education
VE 506 Testing and Evaluation in Values Education
VE 507 Peaceand Global Education
(‘ognate (‘ourses (3 linits)
VE 508 Andragogy
VE 509 Seminar on VahresIntegration in Various Disciplines
VE 5 10 ResearchSeminar in Values Education
VE 5 I I Organization Managementin Values Education
VE 5 I2 AdvancedCoursein Sociologyand Socio-Culturalchanges
El> 600 Thesis Writing (6 units)
Total = 39 units

h) Graduate Diploma in Values Education

( ‘ore courses9 units

Speciolization 21 units
,SpecialProject 4 units
Total = 34 units
 c Country Reports *

n The PNU ACES Teaching Approach to Values Education

The ACES approach is basedon the contluent theory of education. This theory provides for the
flowing together and interaction of affective and cognitive elements in individual and group
learning. The integration of thesetwo dimensionsaims to balance the two componentsin order
that learners have a solid basefor the third component,behavioural manifestation. Using ACES
tnakes the teaching of the values (such as discipline and temperancewhen faced with the strong
temptations of drug experimentation)more purposefulthan incidental, and systematicrather than
sporadic.
The uniquely transpersonaland subjective nature of learning is considered to be best attained
through having the learners undergo experiencesboth by themselves and with others in the
group. The past experiencesof the learnersarc brought to the fore or new experiencesprovided
by the teacherto serveas basesfor values learning.
Generally. the experiential learning processgoesthrough four phases:
. Individual/Group IntrospectivePhase
. Value Processingor Analysis Phase
. Directive or Inculcation Phase
. Application or Action Phase

n Other Graduate Programmes in Values Education

The Miriam College graduate School in Values Education pioneered the massive training of
administrators and teachertrainer all over the country using the TPEL (Total PersonExperiential
Learning) approach. At present it continues to offer a master’s course for teachers in values
education from both governmentand private schools.
The University of Asia and the Pacific, a private educational institution of higher learning also
offer values educationas a major in both undergraduateand graduatelevels.

n Present Problems in Teacher Education

In spite of the clear intentions of Valrles Education at the tertiary level, certain problems have
been identified. Although the BSE majorship program is in place, there are not enough teacher
educa7lioninstitu(ions willing to offer Ihe majorship due to lack of a trained faculty. Sending their
faculty to training would require additional budget to cover employment of substitute teachers,
training fees,and other incidental expcnscs.
Other problems reportedwere lack of instructional materials for college students,and the need for
ongoing training for the faculty. A two-week training course is certainly not adequateto produce
a specialist in Values Education.
Faculty assignedto handle the three-unit coursesin Values Education as part of the courses in
Gcncral Education reported a lack of an organized programme for Values Education at the
tertiary Icvel. Many of them just listed topics randomly through the semester’swork, depending
on the content of the conferences,seminarsand conventionsthey had attended.
Indeed, if values education should be consideredan indispensablepart of the curriculum at the
tertiary level or for teachereducation,efforts and funds must be generatedto:

12s
 * Learning to Live Togetherin Peaceand Harmony *

. train faculty;
. develop coursesyllabi for valueseducationand values integration;
n develop instructional materials, modules and other materials for a more systematic and
organized values educationprogrammefor teacherspecialists.

n Recommendations
In the light of the above, the following are recommendedfor teacher education, particularly for
values education:
1. A course in Values Education designedfor a minimum of three units may be required in all
teacher education programmes,regardlessof specializationor majorship. Every teacher is a
values education teacher,therefore it is incumbent that the teachershould know the basics of
this programme.
2. Core vahles for teacher education must be identified and defined, and corresponding
modules/sourcebooksor instructional materials should be developed,especiallyfor use in the
integration of thesevalues in the behaviouraland social sciences.
3. More teacher education institutions (TEIs) should be encouragedto offer BSE majorship or
specialisationcertificate programmesin values education.
4. Training programmes for TEIs may be tinancially supported in order to encourage more
faculty to undertake training to equip them to handle the Values Education component of
teachereducation.
5. Scholarshipsand fellowships may be offered to deservingTEI faculty to pursue the Masteral
programme in values education in order to gain the credentials and competenceneeded to
handle the values educationprogrammesin college.

REFERENCES

“DECX ValuesEducation ProgrammeFramework”. DECS-IMC, 1988.

Clark, FrancesVaughn. RediscoveringTranspersonalEducation.
“Filipino Values and National Development Readings on the Moral Recovery Programme”,
Kabisig People’sMovement, January, 1993.
Punsalan,Twila G. “The ACES Approach to Teaching Tolerance and Peace”, paper presentedat
the ICET 42nd World Assembly,Bnmci Darussalam,3-7 July 1995.
Punsalan, Twila G. “Systematic and Purposive ValuesIntegration in Science and Technology”,
paper presented at the Regional Experts’ Workshop on Development of Strategies and
Methods for Teaching Values in the Context of Scienceand Technology, Penang, Malaysia,
18-29 November 1991.
Quisumbing, Lourdes R. “A Study of the Philippine Values Education Program (19861992)“,
UNESCO National Commissionof the Philippines, December,1993.
“State-of-the-Practice Review of I irlues Education in the Philippines”, SEARRAG, Manila,
1987.
 * Country Reports a~

n Background
In Korea, moral/ethics education is taught systematicallythrough the subjectsof moral and ethics,
Traditionally Korean moral education is an important area for schools. Before the 20th century,
the inclusion of Confucian ethics as part of the traditional educational system formed the major
part of school education. Any Korean appreciates morality as an essential quality in what
constitutesan educatedperson.
Moral education in the modern Korean school reflects this educational and cultural background.
Moral education has always taken priority over other areas of education. Moral education in
schools has been implemented in two ways: the subject of moral/ethics education, the moral
learning derived from everydayliving, both at school and during extra-curricular activities.
At present, an awarenessof a moral crisis facing Korean society, has led to an even greater
emphasis on moral education in schools.Korea has undergonegreat development in the past 30
years: economic aflluence and rapid social-cultural changes have resulted in a weakening of
traditional norms and values, while new norms and values to meet changedsocial situations have
not yet been established. Thus conflicts and confusions of values, anomie, and crimes against
society have increased. So many people are worried about this moral crisis that growing
community concern has driven the emphasison moral education.
In answering this social need. school moral education has been updated, but some issues and
problems should be addressedfor t%tureimprovement.
First, there is the question of the effectivenessof moral/ethics subjects. Moral education is taught
using textbooks, as for other subjects. The main content of moral textbooks for the elementary
and middle school students encompassesthe common values of Korean society, which are an
amalgamation of traditional moral values and modem democraticvalues. The ethics textbook for
high school students deals with rudimentary philosophical and ethical knowledge and with the
social-moral issuesof Korean society.
Recent appraisal of moral/ethics instruction, however, tends to suggest that this aspects of
education is less effective than expected.It is felt that one or two instructional hours per week for
moral/ethics education is too short a time in which to change students’ moral behaviour.
Moreover, the recommendedmethodsfor delivering moral/ethics instructions are not used well in
classes. Most frequently classesare just reading the textbooks and receiving a one-way lecture
from the teacher. Studentsare then supposedto memorizewhat is presentedin the textbooks.
Consequently, there have been many attempts to increase the effectiveness of moral/ethics
education by doing such things as revising textbooks and side-readers,and increasing in-service
training opportunities for moral/ethics educationteachers.

n The Curricula for Moral/Ethics Education Teachers in the Universities

One of the most important factors in moral education is in training good teachers.In Korea, the
universities train those who will teach moral/ethics education in schools. The curricula of pre-
service moral/ethics education university courses have developed since the early 1980s when

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systematictraining of theseteacherswas first required. This occurred when the universities were
requestedto satisfy a demand for specialist teachersin this area: a need which became’apparent
when moral/ethics educationwas introduced in schoolsin 1973.
The curricula for elementary school teachersin universities is different from the curricula for
secondaryschool teachers. While all home-roomteachersin elementaryschools instruct in moral
subject matter and are chargedwith the care and guidanceof their students, in secondaryschools
moral/ethics education teachers,like other subject teachers,special& in their own subject. The
curricula for pre-servicetraining at the two levels are in accordancewith thesedifferences.
The curricula of universities training moral/ethicseducationteacherscomprise three parts: liberal
arts, studies of education and professionalcourses,and teaching practice. Studies of education
such as the philosophy of education and the psychology of education are designed to enhance
general knowledge and teaching ability. Professionalcoursessuch as moral education theory and
methodology of moral education are directly related to the specific subject matter and aim to
enhancethe ability to teach the subject matter. Since moral/ethics education has been introduced
as a subject, most of the universities of educationhave tried to expand these professional courses
to accommodatethe study.
Compared to the curricula of training coursesfor elementary school teachers, the curricula of
secondary courses arc more academic. and comprise the moral/ethics education curriculum
teachers will be required to present in schools. Many of the political or sociological studies
courses offered to secondary school moral/ethics education teachers are not directly related to
teaching moral/ethical valoes. and there is a discrepancybetweenthe curricula of universities

n Moral/Ethics Education Teachers in the Classrooms

According to the results of a survey. most moral educationteachersin Korea are dissatisfied with
their professional performance. They think that the curricula of the university pre-service
training coursesare irrelevant to their teaching practice, and they consider that they are not well
prepared as moral/ethics education teachers. This leads to a lack of confidence in the role
expectedof them in setting a moral example. mediating during discussionof morals, and passing
on knowledge related to morals.
The role of the moral education teacher in setting a moral example reflects the view that the
moral education teacher is the agent in transmitting society’s most important values. To perform
this role successfully,teachershave to inculcate the important moral values of society in their
students,and guide studentsto behavemorally by setting an esample. The environment of school
moral/ethics education is not conducive to teacherscarrying out this role successfully. Negative
social influences are too powerful to combat, large class sizes make it dif5cult to establish one-to-
one relationships betweenthe teacherand student.
Acting as a mediator in moral discussions,the teacher is expectedto facilitate deliberation and
discussion. The aim is to develop students’ability to think through moral issues, and on this
basis to make soundjudgemcnts. Although many Korean teachersperceive successin this role as
being most desirable, in reality most of them teach the traditional way. Usually moral/ethics
education classesproceed in a teacher-centredway with teacherspresenting moral conclusions.
This can be attributed to the nature of the content of moral/ethics education, large classesetc..
however. the primary reasonis that teachersare poorly trained in leading classroomdiscussion.

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 * Countrv ReDorts s

In transmitting moral knowledge, the moral/ethics education teacher helps students understand,
analyze and recognize the moral/ethical knowledge presentedin the textbooks. This is the way
traditional and dominant moral knowledgeand values have been sustainedand transmitted to the
next generation, however, moral/ethics education teachersfeel that this is no longer enough to
influence a student’s moral growth.
Though moral/ethics educationteachersin Korea conceivetheir work as very important, as stated
earlier, most of them are neither successfulnor satisfied with the way they perform their roles,
and are confusedby the various approachesto moral/ethicseducation.
To improve moral/ethics educationin Korean schools,we needto tackle the following:
. First, the curricula of the universities offered to moral/ethics education teacher trainees
should be reformed to focus on enhancingthe professionalabilities of teachers.
. Secondly, the content and methodologyof the moral/ethics education curriculum should be
reformed to heighten its relevanceto school settingsand the needsof a changing society.
. Thirdly. in-service training for moral/ethics educationteachersneedsto be expandedto give
teachersgreater opportunity to improve their skills.

Teacher training/education is offered in the 36 Rajabhats Institutes under the Ministry of

Education. as well as in the Departments of Education in most public universities. What is
presentedhere specifically refers to the curriculum operating in the RajabhatInstitutes.
It may be said, in general terms, that the policy of teachertraining/education under the Ministry
of Education reflects elementaryand secondaryeducationpolicy in the following ways:
. First. there is a need to produce teacherscapable of delivering quality education at both
elementary and secondarylevels.
. Secondly, it’s policy is to attract suitable candidatesto teaching careers, and to overcome a
shortageof teachersof the sciencesand mathematics.
. Thirdly. it is policy to upgrade the quality of teacher training by extending the period of
training to a minimum four-year degreecourse.There is also a proposal to extend the period
of practical training by another year, which would be a probationary period for newly
recruited teachersin the governmentservice.
. Fourthly. it is policy to extend the opportunity of teachereducationto youth in rural areasby
locating training institutions in the provinces.
The aims of teachereducationin the domain of valueseducationare related generally to:
. the appropriate normal conduct of teachers;
. the improvement of their human relationship skills and psychological understanding of
young people:

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. the inculcation of a democratic ethos, the strengtheningof self-discipline, and loyalty toward
the nation and one’s own religion; this last aim incorporating leadership and responsibility,
and environmental concern.
With regard to content, vahles education in the teacher training programme is taught in the
following subjects:
I, Self-nctualization for Teachers
2. Sociology of Education
3. Psychologyin Teaching and Learning
4. Social Manners and Etiquette for Administrators
5. Foundation of Thai Culture
6. Ethics for Administrators
7. Local Tradition
8. Religion. Culture, and Buddhism
9. Cub Basic Unit LeadersTraining Course(CBTC)
10. Scout Basic Unit Leader Training Course(BBTC)
It can be deducedfrom this that there is little course work which is directly related to peace and
human rights. but all these courseswill have as one of their objectives the inculcation of values
relevant to peaceand human rights.
However. teacher education is inadequately explained without taking into account the social
studies curricula at the lower secondaryand upper secondary levels, for these studies form a
foundation for all teacher trainees at the post-secondarylevels. The aims of values education at
the secondary level spread their net a little wider than the do the aims of teacher training
programmes.
The objectivesof social studiesat IIIC lower secondaryare as follows:
I To impart knowlcdgc and understanding of the relationship between humankind and the
environment including social. cultural. economic and political development; democracy; and
religious truth and precepts.
2. To enable students to apply their knowledge in solving economic and social problems,
selecting an appropriatecourseof action and adapting themselvesto live in harmony with the
environment.
3. To inculcate a’conviction of the importance of an appreciation of the environment, Thai
cultural heritage. a democratic ethos, moral principles and ethics, a desirable value system,
an awarenessof one’s self as part of the community and nation, loyalty to and reverencefor
the institution of the monarchy.
4. To promote competency and skills as good citizens in democratic governance, and in
participation in ~hc conservation of environment and the promotion of culture and
communily well-being.
Thcsc four aims of social studiesat the lower secondarylevel cover comprehensionof democratic
v;rlocs. and place a senseof commitment to local community. nation, and the institution of the
monarchy as the highest ideals. III a sense,such a comprehensivespectrum is typical of social
studies curricula in many membercountries.
 * Countrv Reports *

When these objectives are translated into subject matter, Thai social studies at this level include
three categoriesof subjects:core group subjects,a group of elementary compulsory subjects, and
free electives.
The core subjects,which are compulsoryfor every student,are arrangedas follows:
I. Our Country I and II for Grade I
2. Our Region for Grade II
3. Our Country III for Grade II
4. Our Globe for Grade III
5. Our Country IV for Grade III
This forms a spiral curriculum, starting with the neighbourhoodand experiencesnear home, and
expanding to neighbouring countries and the far distant world, while at the same time becoming
more specialized in its treatment of subject matter concerning one’s country. This cross-cultural
curriculum is intended to lead to deeperunderstanding,which is one of the principal tenets of the
UNESCO Recommendationof 1974and the Declaration of 1994.
The compulsory group of subjectsfrom which students select a few subjects to supplement the
core group, are as follows:
1. Ethics and the Individual
2. SoutheastAsia in the PresentDay World
3. The ContemporaryWorld
4. Home Economics
5. Law for Ordinary Citizens (or Nice to Know Law for Citizens)
6. Population and Environment
7. Our Local Community I
8. Our Local Community II
9. Our Local Community III
The third group of clcctive subjectsfrom which studentsmay freely chooseconsistsof:
1. Society and Thai Culture
2. Unity
3. The Kora’n
4. Religious Scripture
5. Ethics
6. Religious History
7. Biography
8. Thai History I, Il. III
9. Economics
IO. Everyday Laws

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1 I. Environment Studies
12. Demography
13. Introduction to Geography
It should be explained that democratic ethos would be taught in the core subject, Our Country, as
part of civic studies; peacewould be inculcated through religious teaching and civic studies; and
sustainabledevelopmentthrough subjectssuch as Population and Environment. All of these are
directly relevant to the aims of UNESCO on peace,human rights, and democracy.
At the upper secondarylevel, the course content in social studies is a continuation of the lower
level, but becomesmore specialized,and orientated towards content. The core subjects are as
follows:
I. Social Studies I
2. Social Studies II
3. Social Studies III
4. Contemporary World Affairs
5. Thai Government
6. Thai Local Government
7. Religions: Brahminism, Hinduism, Buddhism. Islam, Christianity
X. Citizen Laws
9. Energy and Environment
IO. Population and the Quality of Life
Secondary education is the foundation for teacher training and education. Moreover, teacher
trainees who will subsequentlyteach in the social studies area in secondary schools, have to
specialize in the social sciencesubjectstaught at the lower levels.
In su~mmy, then, it my be said that the Thai instructional systemat lower and upper secondary
levels and during teacher training gives a broad coverage of vahles education relating to
democracy.human rights, peace,and sustainabledevelopment.
However. this discussion has been limited to the rather formal curriculum guidelines, objectives
and prescribedcourse work. We have not examined classroomteaching practices, the strategies
used lo accomplish goals, nor the textbooks involved. Neither have we taken a more holistic
approach by examining the entire school community ethos and governance, which inevitably
exercisesome impact on values and attitude. A more critical and systematicapproach is therefore
neededbefore we can really assessthe performanceof this or any other education system.
What should be finally said in this paper is that education for peace, human rights and
democracy, while taking into account new orientations and ideas, should be based constantly on
the Asian valoes that form an integral part of our identity. Some of these values may even be
appropriate for the increasingly globalized world. We have not yet given deep thought to this in
the processof self-examination.
 SUGGESTED READINGS

n Charter and Constitution

(‘barter q/the I JnitedNations. 1945. ( ‘ameinto$orce of 24 October I945
(‘onstitution ofthe llnited Nations Educational,Scientijc and Cultural Organization. f94.5.

w Conventions
(Jnited Nations Conventionon the Preventionand Punishmentof the Crime of Genocide. 1948.
Came into force on I2 January1951,
linited Nations Conventionon the Political Rights of Women,1952.Came into force on 7 July
1954.
(‘onvention against Discrimination in Education. 1960.
(/nited Nations International Convention on the Elimination of All Forms of Racial
Discrimination. 196.5.Cameinto force on 4 January1969.
lJnited Nations Conventionon Elimination of All Forms of Discrimination against Women.1979.
Came into force on 3 September1981,
Convention on the Rights of the Child. 1989.This comprehensivedocument is the first legally
binding code of children’s rights in history. It was adoptedby the United Nations General
Assemblyin 1980.

q Declarations and Recommendations

I JniversalDeclaration of ffuman Rights. Adoptedand proclaimedby the United Nations General
Assemblyresolution217 A (III) of IO December1948.
Recommendation(‘oncerning Education for International Understanding, Co-operation and
Peace and Education Relating to Human Rights and FundamentalFreedoms. UNESCO,
1974.
J)eclaration on the Protection of Women and Children in Emergency and Armed Conflict.
Proclaimedby the United Nations GeneralAssemblyon I6 December1974.
Declaration on the Elimination of All Forms of Intolerance and of Discrimination Based on
Religion or ReliqjI Proclaimedby the United Nations General Assembly on 25 November
1981.
Se\*illeStatemenfon I?olence. 1986.
IhmoussoukroIIeclaration on Peacein the Minc%rofMen. UNESCO, 1989.
1)eclaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic
Afinorities. Adoptedby the United Nations GeneralAssemblyon I8 December1992.

133
 L Learning to Live Togetherin Peaceand Harmony *

Kuala Lumpur Declaration on Education. the Sixth Meeting of Ministers of Education in Asia
and the Pacific, Kuala Lumpur, 1993.
Declaration and Integrated Framework of Action on Education for Peace, Human Rights and
Democracy. UNESCO, 1995.

n Others
The Art of Living in Peace. Pierre Weil, Chairman of the City of PeaceFoundation, International
Holistic University of Brazillia, UNESCO Paris, 1990.
Culture of Democracy: A Challenge for Schools. Edited by Patrice Meyer-Bisch, UNESCO.
Printed by lmprimerie des PressesUniversitairesde France, 1995.
Forth Summii: Agenda 21, the United Notions ProgrammeofAction from Rio. New York, United
Nations. Volume includes: Agenda 21, Programme of action for sustainable development,
Rio Declaration on Environment and Development,Statementof principles. This is the final
text of the agreements negotiated by governments at the United Nations Conference on
Environment and Development.
Ifuman Rights. Questionsand Answers. United Nations, New York, 1987.
Learning; the Treasure Within. The International Commissionon Education for the Twenty-first
Century chaired by JacquesDelors, UNESCO. 1996.Report to UNESCO of the International
Commission on Education for the Twenty-first Century.
Learning to Live in Security. Swedish Pilot Project on Peace, Disarmament, Security and
Development.Maud Frilich, Ulrich Herz and Bengt Thelin. Section for Humanistic, Cultural
and International Education, UNESCO, Paris. 1991.
A New Partnership: Indigenous Peoples and the IJnited Nations System. By Judith P. Zinsser,
UNESCO Publishing, 1994
Non-14olence, Tolernnce and Television. The International Programme for the Development of
Communicaltionand ihe Indian Government,New Delhi, April 1994. An international round
table organized by UNESCO, report of the chairman.
Our Cbmmon Future. The World Commission on Environment and Development (the
Bnmdtland Commission),Oxford, Oxford University Press, 1987.
Report on lnternationnl Forum on “Education for Democracy.” Organized jointly by UNESCO
and the Republic of Tunisia, Tunis, 8-10 November 1992.
S’ced.sfor Peace. UNESCO, 1989. The role of pre-school education in international
understandingand educationfor peace.
A Sense of Belonging. ClDREE/UNESCO, 1993. Guideline for values for the humanistic and
international dimension of education.
7’olernnce: the Threshold of Peace. UNESCO, 1994. A teaching/learning guide for education for
peace,human righls and democracy.
IJNEX’O and Culture of Peace.Edited by David Adams, UNESCO Culture of PeaceProgramme.
France, 1995.

134

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 * SuggestedReadings *

UNESCO WorldwideAction in Education. UNESCO, 1993. UNESCO’s Education Sector and its
priorities.
World Development Report. World Bank, Oxford University Press, UK. An annual report
containing current data on social and economicdevelopmentin more than 180 countries.
World Directory of Teacher-TrainingInstitutions. UNESCO/ICET, 1993.
World Directory of Human Rights Researchand Training Institutions. UNESCO, 1995 (3rd ed.).
World Education Report, UNESCO. An annual report on current educational situations in the
world.
A World qf Learning. Practical Manual. UNESCO, 1994,

n Materials Published under UNESCO Associated Schools Project

ASP Strategv and Plan ofAction for 1994-2000. UNESCO, 1993.
Come Visit Our (buntry. (Teaching material prepared within the framework of the UNESCO
AssociatedSchoolsProject):
Bulgaria. UNESCO. 1996. In English
India. UNESCO, 1992. In English
Madagascar.UNESCO, 1995. In French
Morocco. UNESCO, 1991. In English/French
Qatar. UNESCO. In English
Senegal.UNESCO, 1991. In French
Sweden.UNESCO, 1991. In English
Innovative A4ethodsin the Associated Schools Project. Lise Tourtet, Divisions of Educational
Sciences.Contentsand Methods of Education, UNESCO. 1988.
International Ilnderstanding at School. UNESCO Associated Schools Project. (Bi-annual
bulletin).
The Life of Mahatma Gandhi. Colouring Book. UNESCO Associated Schools Project, Paris,
1995.
Yes. It’e Can...Together. UNESCO Clubs and Associations and UNESCO Associated Schools
Project, Printed by Imprimerie de la Manutention, Mayenne, 1987.

135

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 DECLARATION AND INTEGRATED FRAMEWORK
OF ACTION ON EDUCATION FOR PEACE,
HUMAN RIGHTS AND DEMOCRACY

Declaration of the 44th Session of the International Conference

on Education (Geneva, October 1994) endorsed by the General Conference
of UNESCO at its 28”’ Session (Paris, November 1995)

1. We, the Ministers of Education meeting at the 44th sessionof the

International Conference on Education,
Deeply concernedby the manifestationsof violence, racism xenophobia.aggressivenationalism
and violations of human rights, by religious intolerance,by the upsurgeof terrorism in all its
forms and manifestations and by the growing gap separating wealthy countries from poor
countries.phenomenawhich threatenthe consolidationof peaceand democracyboth nationally
and internationally and which are all obstaclesto development,
Mindful of our responsibility for the educationof citizens committed to the promotion of peace,
human rights and democracyin accordancewith the letter and spirit of the Charter of the United
Nations. the Constitution of UNESCO. the Universal Declaration of Human Rights and other
relevant instruments such as the Conventionon the Rights of the Child and the conventionson
111~rights of women, and in accordancewith the Recommendationconcerning Education for
International Understanding,Co-operationand Peaceand Education relating to Human Rights
and FundamentalFreedoms,
Convinced that education policies have to contribute to the developmentof understanding,
solidarity and tolerance among individuals and among ethnic, social, cultural and religious
groupsand sovcrcign nations,
Canvinccd that educationshould promote knowledge.values. attitudes and skills conducive to
respectfor human rights and to an active commilment to the defenceof such rights and to the
building of a culture of peaceand democracy.
Equally Convinced:
. of the great responsibilityincumbentnot only on parents,but on society as a whole, to work
together with all those involved in the education system, and with non-governmental
organizations.so as to achieveMl implementationof the objectivesof educationfor peace,
human rights and democracyand to contributein this way to sustainabledevelopmentand to
a culture of peace:
. of the riced to seeksyncrgicsbctwccn the formal educationsystemand the various sectorsof
non-formal education,which are helping to m;akea reality of educationthat is in conformity
with the aims of the World Declarationon Educationfor All, adoptedin Jomtien;
. of the decisive role that also falls to non-formal educationorganizationsin the processof
forming the personalitiesof young people.

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2. Strive resolutely:
2.1 lo base education on principles and methods that contribute to the development of the
personality of pupils, studentsand adults who are respectfulof their fellow human beings and
determined to promote peace,human rights and democracy;
2.2 to take suitable stepsto establishin educationalinstitutions an atmospherecontributing to the
successof education for international understanding,so that they becomeideal places for the
exerciseof tolerance, respectfor human rights, the practice of democracyand learning about
the diversity and wealth of cultural identities;
2.3 to take action to eliminate all direct and indirect discrimination against girls and women in
education systems and to take specific measures to ensure that they achieve their full
potential;
2.4 to pay special attention to improving curricula, the content of textbooks, and other
educational materials including new technologies, with a view to educating caring and
responsiblecitizens, open to other cultures, able to appreciatethe value of freedom, respectil
of human dignity and differences, and able to prevent conflicts or resolve them by non-
violent means:
2.5 to adopt measuresto enhance the role and status of educators in formal and non-formal
education and to give priority to pre-service and in-service training as well as to the
retraining of educational personnel, including planners and managers oriented notably
towards professionalethics, civic and moral education,cultural diversity, national codes and
internationally recognizedstandardsof human rights and fundamental freedoms;
2.6 to encourage the development of innovative strategies adapted to the new challenges of
educating responsiblecitizens committed to peace,human rights, democracyand sustainable
development, and to apply appropriate measuresof evaluation and assessmentto these
strategies;
2.7 to prepare, as quickly as possibleand taking into account the constitutional structures of each
State. programmesof action for the implementationof this Declaration.

3. We are determined to increase our efforts to:

3.1 give a major priority in education to children and young people, who are particularly
vulnerable to incitements to intolerance,racism and xenophobia;
3.2 seek the co-operation of all possible partners who would be able to help teachersto link the
education process more closely to real social life and transform it into the practice of
tolerance and solidarity, respectfor human rights, democracyand peace;
3.3 develop fnrther, at national and international levels, exchangesof educational experiences
and research, direct contacts between students, teachers and researchers,school twinning
arrangements and visits, with special attention to experimental schools such as UNESCO
Associated Schools, to UNESCO Chairs, educational innovation networks and UNESCO
Clubs and Associations:

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3.4 implement the Declaration and Programme of Action of the World Conference on Human
Rights (Vienna, June 1993) and the World Plan of Action on Education for Human Rights
and Democracy adopted at the International Congresson ducation for Human Rights and
Democracy (Montreal, March 1993), and make the intematBonally recognizedinstruments in
the field of human rights available to all educationalestablishments;
3.5 contribute, through specific activities, to the celebration of the United Nations Year for
Tolerance (1995), and particularly to the inauguration, on the occasion of the fiftieth
anniversary of the United Nations and UNESCO, of the celebration of the International Day
for Tolerance.
Consequently, we the Ministers of Education meeting at the 44th session of the International
Conferenceon Education, adopt this Declaration and invite the Director-General to present to the
General Conference a Framework of Action that allows Member States and UNESCO to
integrate, within a coherent policy, education for peace, human rights and democracy in the
perspectiveof sustainabledevelopment.
Integrated Framework of Action on Education for Peace, Human Rights and Democracy
approved by the General Conferenceof UNESCO at its twenty-eight session (Paris, November
1995)

This Integrated Framework of Action was preparedin accordancewith resolution 5.7 adopted by
the General Conference at its twenty-seventh session, which invites the Director-General ‘to
finalize the integrated action plan on education for peace,human rights and democracy, taking
into account all existing action plans in the field of international education. and to submit the
integrated action plan for consideration by the International Conference on Education in 1994
and for approval by the General Conferenceat its twenty-eighth session,taking due account of
any comments and recommendationsmadeby the 1994 International Conferenceon Education’.
The Framework offers a contemporary view of the problents relating to education for peace,
human rights and democracy. It sets out objectives for such education, action strategies and
policies and lines of action at the institutional, national and international levels.

1. Introduction
1. This Integrated Framework of Action on Education for Peace,Human Rights and Democracy
is intended to give effect to the Declaration adoptedat the 44th sessionof the International
Conference on Education. It suggestsbasic guidelines which could be translated into
strategies,policies and plans of action at the institutional and national levels according to the
conditions of different communities.
2. In a period of transition and acceleratedchange marked by the expression of intolerance,
manifestations of racial and ethnic hatred, the upsurge of terrorism in all its forms and
manifestations, discrimination, war and violence towards those regarded as “other” and the
growing disparities betweenrich and poor, at international and national levels alike, action
strategies must aim both at ensuring fundamental freedoms, peace, human rights, and
democracyand at promoting sustainableand equitableeconomic and social development, all
of which have an essential part to play in building a culture of peace. This calls for a
transformation of the traditional stylesof educationalaction.

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3. The international community has recently expressedits firm resolve to provide itself with
instruments adaptedto the current challengesin the world in order to act in a concerted and
effective way. The Vienna Declaration and Programmeof Action for Human Rights adopted
by the World Conferenceon Human Rights (Vienna, June 1993), the World Plan of Action
on Education for Human Rights and Democracy adoptedby the International Congress on
Education for Human Rights and Democracy (Montreal, March 1993), and the Associated
Schools Project Strategy and Plan of Action 1994-2000 are, in this respect, attempts to
respondto the challengeof promoting peace,human rights, democracyand development.
4. Taking inspiration from the Recommendationon Education for International Understanding,
Co-operation and Peace and Education relating to Human Rights and Fundamental
Freedoms, this Framework of Action seeks to suggest to Member States and international
governmental and non-governmental organizations an up-to-date and integrated view of
problems and strategiesconcerning educationfor peace,human rights and democracy.It was
drawn up at the requestof the General Conferenceat its twenty-seventhsession,taking into
account existing action plans, and its purpose is to enhance their practical relevance and
effectiveness. The idea then is lo draw on accumulatedexperience in order to chart new
directions for the education of citizens in every country. The Framework of Action
accordingly identifies principles and objectives of action and formulates proposals for the
consideration of policy-makers within each State and for co-operation between countries on
the basis of the commitments contained in the Declaration, to which it is closely linked. It
also attempts to bring together into a coherentwhole the various measuresaimed at defining
study topics. realigning education at all levels, rethinking methods and reviewing teaching
materials in use, stimulating research,developing teacher training and helping to make the
education systemmore open to societyby meansof active partnership.
-5. All human rights are universal, indivisible, interdependentand interrelated. The strategies
of action for their implementation must take specific historic, religious and cultural
considerationsinto account.

II. Aims of Education for Peace,Human Rights and Democracy

6. The ultimate goal of educationfor peace,human rights and democracyis the development in
every individual of a senseof universal values and types of behaviour on which a culture of
peaceis predicated. It is possibleto identify, even in different socio-cultural contexts, values
that arc likely to be universally recognized.
7. Education must develop the ability to value freedom and the skills to meet its challenges.
This meanspreparing citizens to cope with difficult and uncertain situations and fitting them
for personal autonomy and responsibility. Awarenessof personal responsibility must be
linked to recognition of the value of civic commitment, of joining together with others to
solve problems and to work for a just, peacefuland democraticcommunity.
8. Education must develop the ability to recognize and accept the values which exist in the
diversity of individuals, genders, peoples and cultures and develop the ability to
communicate, share and co-operate with others. The citizens of a pluralist society and
multicultural world should be able to accept that their interpretation of situations and
problems is rooted in their personal lives, in the history of their society and in their cultural
traditions: that, consequently,no individual or group holds the only answer to problems; and
that for each problem there may be more than one solution. Therefore, people should
understandand respecteach other and negotiateon an equal footing, with a view to seeking

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common ground. Thus education must reinforce personal identity and should encouragethe
convergenceof ideasand solutions which strengthenpeace,friendship and solidarity between
individuals and people.
9. Education must develop the ability of non-violent conflict resolution. It should therefore
promote also the development of inner peace in the minds of students so that they can
establish more firmly the qualities of tolerance,compassion,sharing and caring.
10. Education must cultivate in citizens the ability to make informed choices, basing their
judgements and actions not only on the analysisof presentsituations but also on the vision of
a preferred future.
11. Education must teach citizens to respectthe cultural heritage, protect the environment, and
adopt methods of production and patterns of consumption which lead to sustainable
development. Harmony between individual and collective values and between immediate
basic needsand long-term interestsis also necessary.
12. Education should cultivate feelings of solidarity and equity at national and international
levels in the perspectiveof a balancedand long-term development.

III. Strategies
13. In order to achieve these aims, the strategiesand forms of action of education systemswill
clearly need to be modified, as necessary,in respectboth of teaching and of administration.
Furthermore, providing basic education for all, and promoting the rights of women as an
integral and indivisible part of universal hmnan rights, are fundamental in education for
peace.human rights and democracy.
14. Strategiesrelating to educationfor peace,human rights and democracymust:
a) be comprehensiveand holistic, which means addressinga very broad range of factors
some of which are describedin more detail below;
b) bc applicable to all types, levels and forms of education;
c) involve all educationalpartnersand various agentsof socialization. including NGOS and
community organizations;
d) be implemented locally, nationally. rcgioually and worldwide;
e) entail modesof managementand administration, co-ordination and assessmentthat give
greater autonomy to educationalestablishmentsso that they can work out specific forms
of action and linkage with the local community, encourage the development of
innovations and foster active and democratic participation by all those concerned in the
life of the establishment;
f) be suited to the age and psychologyof the target group and take account of the evolution
of the learning capacity of each individual;
g) bc applied on a contimlous and consistent basis. Results and obstacles have to be
assessed.in order to ensure that strategies can be continuously adapted to changing
circumstances;
II) include proper resourcesfor the aboveaims, for education as a whole and especially for
marginalized and disadvantagedgroups.

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15. The degree of change required, priorities for action and the sequenceof actions should be
determined at all decision-making levels taking into account different historical backgrounds,
cultural traditions and development levels of regions and countries, and even within
countries.

IV. Policies and Lines of Action

16. The incorporation into curricula at all levels of education,formal and non-formal, of lessons
on peace,human rights and democracyis of crucial importance.

Content of Education
17. To strengthen the formation of vahles and abilities such as solidarity, creativity, civic
responsibility, the ability to resolveconflicts by non-violent means,and critical acumen, it is
necessaryto introduce into curricula, at all levels, true education for citizenship which
includes an international dimension. Teaching should particularly concern the conditions for
the construction of peace;the various forms of conflict, their causesand effects; the ethical,
religious and philosophical basesof human rights, their historical sources,the way they have
developedand how they have been translated into national and international standards, such
as in the rmiversal Declaration of Human Rights, the Convention on the Elimination of All
Forms of Discrimination against Women and the Convention on the Rights of the Child: the
bases of democracy and its various institutional models: the problem of racism and the
history of the fight against sexism and all the other forms of discrimination and exclusion.
Particular attention should be devotedto culture, the problem of developmentand the history
of cvcry people. as well as to the role of the United Nations and international institutions.
There must bc education for peace, human rights and democracy. It cannot. however, be
restricted to spccialized subjectsand knowlcdgc. The whole of education must transmit this
mcssagcand the atmosphereof the institution must be in harmony with the application of
democratic standards. Likcwisc, curriculum reform should emphasize knowledge.
understandingand respectfor the culture of others at the national and global level and should
link the global interdependcnccof problemsto local action. In view of religious and cultural
diffcrcnces. every country may dccidc which approach to ethical education best suits its
culllu21 context.

Teaching Materials and Resources

18. All pcoplc engaged in educational action must have adequate teaching materials and
rcsourccsat their disposal. In this connection.it is necessaryto make the necessaryrevisions
to tcstbooks to get rid of negative stereotypes and distorted views of “the other”.
Inlcrnational co-operation in producing textbooks could be encouraged. Whenever new
teaching materials. textbooks and the like are to be produced,they should be designed with
due consideration of new situations. The textbooks should offer different perspectiveson a
giveu subject and make transparent the national or cultural background against which they
arc written. Their content should be basedon scientific findings. It would bc desirable for
the documentsof UNESCO and other United Nations institutions to be widely distributed and
used in educational establishments.especially in countries where the production of teaching
materials is proving slow owing to economic difficulties. Distance education technologies
and all modern communication tools must be placed at the service of education for peace,
human rights and democracy.

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Programmes for Reading, Expression and the Promotion of Foreign Languages

19. It is essential for the developmentof educationfor peace,human rights and democracy that
reading, and verbal and written expression programmes, should be considerably
strengthened. A comprehensivegrasp of reading, writing and the spoken word enables
citizens to gain accessto information, to understandclearly the situation in which they are
living, to expresstheir needs,and to take part in activities in the social environment. In the
same way, learning foreign languagesoffers a meansof gaining a deeper understanding of
other cultures, which can serve as a basis for building better understanding between
communities and between nations. UNESCO’s LINGUAPAX project could serve as an
example in that respect.

Educational Estahlishments
20. Proposals for educational change find their natural place in schools and classrooms.
Teaching and learning methods, forms of action and institutional policy lines have to make
peace, hmnan rights and democracyboth a matter of daily practice and something that is
learned. With regard to methods, the use of active methods, group work, the discussion of
moral issues and personalizedteaching should be encouraged, As for institutional policy
lines, efficient forms of managementand participation must promote the implementation of
democratic school management,involving teachers,pupils, parents and the local community
as a whole.
2 1. Direct contactsand regular exchangesshould be promoted betweenpupils, students, teachers
and other educators in different countries or cultural environments, and visits should be
organized to establishmentswhere successfulexperimentsand innovations have been carried
out, particularly between neighbouring countries. Joint projects should be implemented
between establishmentsand institutions from different countries. with a view to solving
common problems. International networks of pupils, students and researchersworking
towards the same objectives should also be set up. Such networks should. as a matter of
priority, ensure that schools in particularly difficult situations due to extreme poverty or
insecurity should take part in them, With this in mind, it is essential to strengthen and
develop the UNESCO AssociatedSchools System. All these activities. within the limits of
available resources,should be introducedas an integral componentof teaching programmes.
22. The reduction of failure must be a priority. Therefore, education should be adapted to the
individual student’s potential. The developmentof self-esteem,as well as strengthening the
will to succeedin learning, are also basic necessitiesfor achieving a higher degree of social
integration. Greater autonomy for schools implies greater responsibility on the part of
teachersand the community for the results of education. However. the different development
levels of education systems should determine the degree of autonomy in order to avoid a
possibleweakeningof educationalcontent.

Teacher Training
23. The training of personnelal all levels of the educationsystem-teachers.planners, managers.
teacher educators- has to include education for peace,human rights and democracy. This
prc-service and in-service training and retraining should introduce and apply in situ
methodologies.observingexperimentsand evaluating their results. In order to perform their
tasks successfully, schools, institutions of teacher education and those in charge of non-

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formal education programmes should seek the assistanceof people with experience in the
fields of peace, human rights and democracy (politicians, jurists, sociologists and
psychologists) and of the NGOs specializedin human rights. Similarly, pedagogy and the
actual practice of exchangesshould form part of the training coursesof all educators.
24. Teacher education activities must fit into an overall policy to upgrade the teaching
profession. International experts, professional bodies and teachers’ unions should be
associatedwith the preparation and implementation of action strategiesbecause they have an
important role to play in the promotion of a culture of peaceamong teachersthemselves.

Action on Behalf of Vulnerahle Groups

25. Specific strategies for the education of vulnerable groups and those recently exposed to
conflict or in a situation of open conflict are required as a matter of urgency, giving
particular attention to children at risk and to girls and women subjectedto sexual abuseand
other forms of violence. Possible practical measures could include, for example, the
organisation outside the conflict zone of specialized forums and workshops for educators,
family members and mass media professionalsbelonging to the conflicting groups and an
intensive training activity for educatorsin pose-conflict situations. Such measuresshould be
undertaken in co-operationwith governmentswheneverpossible.
26. The organization of education programmesfor abandonedchildren, street children. refugee
and displaced children and economically and sexually exploited children is a matter of
urgency.
27. It is equally urgent to organize special youth programmes,laying emphasison participation
by children and young peoplein solidarity actions and environmental protection.
28. In addition, efforts should be made to address the special needs of people with learning
difficulties by providing them with relevant education in a non-exclusionaryand integrated
educational settings.
29. Furthermore. in order to createunderstandingbetweendifferent groups in society, there must
be respectfor the educational rights of personsbelonging to national or ethnic, religious and
linguistic minorities, as well as indigenous people, and this must also have implications in
the curricula and methodsas well as in the way educationis organized.

Research and Development

30. New problems require new solutions. It is essentialto work out strategiesfor making better
use of researchfindings, to develop new teaching methods and approachesand to improve
co-ordination in choosing researchthemesbetweenresearchinstitutes in the social sciences
and education in order to addressin a more relevant and effective way the complex nature of
education for peace, human rights and democracy. The effectiveness of educational
managementshould be enhancedby researchon decision-makingby all those involved in the
educational process(government,teachers,parents,etc.). Researchshould also be focused on
finding new ways of changing public attitudes towards human rights, in particular towards
women. and environmental issues. The impact of educational programmes may be better
assessedby developing a systemof indicators of results, setting up data banks on innovative
experiments. and strengthening systems for disseminating and sharing information and
researchFindings.nationally and internationally.

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Higher Education
31. Higher education institutions can contribute in many ways to education for peace, human
rights and democracy. In this connection, the introduction into the curricula of knowledge,
values and skills relating to peace, human rights, justice, the practice of democracy,
professional ethics, civic commitment and social responsibility should be envisaged.
Educational institutions at this level should also ensure that students appreciate the
interdependenceof Statesin an increasingly global society.

Co-ordination between the Education Sector and Other Agents of Socialization

32. The education of citizens cannot be the exclusive responsibility of the education sector. If it
is to bc able to do its job effectively in this field, the education sector should closely
cooperate, in particular, with the family, the media, including traditional channels of
communication, the world of work and NGOs.
33. Concerning co-ordination betweenschool and family, measuresshould be taken to encourage
the participation of parents in school activities. Furthermore, education programmes for
adults and the community in general in order to strengthenthe school’s work are essential.
34. The influence of the media in the socialization of children and young people is increasingly
being acknowledged. It is, therefore, essentialto train teachersand prepare students for the
critical analysis and use of the media, and to develop their competenceto profit from the
media by a selectivechoice of programmes. On the other hand, the media should be urged to
promote the values of peace,respectfor human rights, democracyand tolerance, in particular
by avoiding programmes and other products that incite hatred, violence, cruelty and
disrespectfor human dignity.

Non-formal Education of Young People and Adults

3.5. Young peoplewho spenda lot of time outside schobl and who often do not have accessto the
formal education system, or to vocational training or a job, as well as young people doing
their military service, are a very important target group of education programmesfor peace,
human rights and democracy. While seeking improved access to formal education and
vocational training it is therefore essential for them to be able to receive non-formal
education adaptedto their needs,which would prepare them to assumetheir role as citizens
in a responsibleand effective way, In addition, educationfor peace,human rights and respect
for the law has to be provided for young peoplein prisons, reformatoriesor treatment centres.
36. Adult education programmes-in which NGOs have an important role to play-should make
everyone aware of the link between local living conditions and world problems. Basic
education programmes should attach particular importance to subject matter relating to
peace. hurnan rights and democracy. All culturally suitable media such as folklore, popular
theatre, community discussiongroups and radio shouldbe usedin masseducation.

Regional and International Co-operation

37. The promotion of peace and democracy will require regional co-operation, international
solidarity and the strcngthcning of co-operation between international and governmental
bodies. non-governmentalorganizations,the scientific community, businesscircles, industry
and the media. This solidarity and co-operationmust help the developing countries to cater
for their needsfor promoting education[or peace,human rights and democracy.

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38. UNESCO should place its institutional capability, and in particular its regional and
international innovation networks, at the service of the efforts to give effect to this
Framework of Action. The Associated Schools Project, the UNESCO Clubs and
Associations, the UNESCO Chairs, the major education projects for Africa, Asia and the
Pacific, Latin America and the Caribbean,the Arab Statesand Europe, the follow-up bodies
of the Jomtien World Conference, and in particular the regional and international
conferencesof ministers of education should make specific contributions. In these efforts,
especially at national level, the active participation of National Commissions for UNESCO
should be a strategic assetin enhancingthe effectivenessof the actions proposed.
39. UNESCO should introduce questionsrelating to the application of this Framework of Action
at meetings to be held at the highest level regionally and internationally, develop
programmes for the training of educational personnel, strengthen or develop networks of
institutions, and carry out comparative research on teaching programmes, methods and
materials. In accordancewith the commitments set forth in the Declaration on Education for
Peace, Hulltan Rights and Democracy. the programmes should be evaluated on a regular
basis.
40. In this context. UNESCO, in line with the United Nations actions such as “Agenda for
Peace”, “Agenda for Development”, “Agenda 21”, “Social Summit” and “the Fourth World
Conference on Women”. should launch initiatives to implement this operation with other
institutions in the United Nations systemand other regional and international organizations,
so as to establish a global plan of activities and set priorities for join, co-ordinated action.
This could include a UNESCO-managedfund for international co-operation in education for
peace.human rights and democracy.
4 1. National and international non-governmental organizations should be encouraged to
participate actively in the implementationof this Framework of Action.

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 DECLARATION OF PRINCIPLES ON TOLERANCE’

The Member States of the United Nations Educational, Scientific and cultural Organization.
meeting in Paris at the twenty-eighthsessionof the GeneralConference,from 25 October to 16
November 1995.

= Preamble
Bearing in mind that the United Nations Charter states: ‘We. the peoplesof the United Nations
determined to save succeedinggenerationsfrom the scourge of war, to reaffirm faith in
fundamentalhuman rights. in the dignity and worth of the human person,and for theseends to
practisetoleranceand live togetherin peacewith one anotheras good neighbours’.
Recalling that the Preambleto the Constitution of UNESCO, adoptedon 16 November 1945,
statesthat ‘peace,if it is not to fail, must be foundedon the intellectual and moral solidarity of
mankind’,
Recalling also that the Universal Declaration of Human Rights affirms that ‘Everyone has the
right to freedom of thought, conscienceand religion’ (Article 18) ‘of opinion and expression’
(Article 19) and that education‘should promoteunderstanding,toleranceand friendship among
all nations, racial or religious groups’(Article 26).
Noting relevantinternationalinstrumentsincluding:
. the International Covenanton Civil and Political Rights.
. the International Covenanton Economic,Socialand Cultural Rights,
. the Conventionon the Elimination of All Forms of Racial Discrimination,
. the Conventionon the Preventionand Punishmentof the Crime of Genocide,
. the Conventionon the Rights of the Child,
. the 1951 Convention relating to the Statusof Refugeesand its 1967 Protocol and regional
instruments,
. the Conventionon the Elimination of All Forms of Discrimination againstWomen.
. the Convention against Torture and other Cruel, Inhuman or Degrading Treatment or
Punishment,
. the Declarationon the Elimination of All Formsof IntoleranceBasedon Religion or Belief,
. the Declaration on the Rights of PersonsBelonging to National or Ethnic, Religious and
Linguistic Minorities,
. the Declarationon Measuresto Eliminate InternationalTerrorism.
. the Vienna Declaration and Programmeof Action of the World Conferenceon Human
Rights,

1. Proclaimed and signed on 16 November 1995.

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. the CopenhagenDeclaration and Programme of Action adopted by the World Summit for
Social Development.
. the UNESCO Declaration on Raceand Racial Prejudice,
. the UNESCO Convention and Recommendationagainst Discrimination in Education,
Bearing in mind the objectivesof the Third Decadeto Combat Racismand Racial Discrimination,
the World Decade for Human Rights Education, and the International Decade of the World’s
Indigenous People.
Taking into consideration the recommendations of regional conferences organized in the
framework of the United Nations Year for Tolerance in accordancewith UNESCO General
Conference 27 C/Resolution 5.14. as well as the conclusions and recommendationsof other
conferences and meetings organized by Member States within the programme of the United
Nations Year for Tolerance,
Alarmed by the current rise in acts of intolerance violence, terrorism, xenophobia, aggressive
nationalism, racism, anti-Semitism. exclusion, marginalization and discrimination directed
against national, ethnic, religious and linguistic minorities, refugees, migrant workers,
immigrants and vulnerable groups within societies,as well as acts of violence and intimidation
committed against individuals exercising their freedom of opinion and expression-all of which
threaten the consolidation of peaceand democracy.both nationally and internationally, and are
obstaclesto development,
Emphasizing the responsibilitiesof Member Statesto develop and encouragerespect for human
rights and fundamental freedomsfor all, without distinction as to race, gender, language.national
origin. religion or disability, and to combat intolerance.

H Adopt and Solemnly Proclaim This Declaration of Principles on Tolerance

Resolving to take all positive measuresnecessaryto promote tolerance in our societies,because
tolerance is not only a cherishedprinciple. but also a necessityfor peaceand for the economic and
social advancementof all peoples.
We declare the following:

Article 1. Meaning of Tolermce

1.1 Tolerance is respect,acceptanceand appreciationof the rich diversity of our world’s cultures,
our forms of espressionand ways of being human. It is fostered by knowledge, openness,
communication. and freedom of thought, conscienceand belief. Tolerance is harmony in
difference. It is not only a moral duty, it is also a political and legal requirement. Tolerance,
the virtue that makespeacepossible,contributesto the replacementof the culture of war by a
culture of peace.
1.2 Tolerance is not concession,condescensionor indulgence. Tolerance is, above all, an active
attitude prompted by recognition of the universal human rights and fundamental freedoms of
others. In no circumstance can it be used to justify infringements of these fundamental
values. Tolerance is to be exercisedby individuals, groupsand States.

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1.3 Tolerance is the responsibility that upholds human rights, pluralism (including cultural
pluralism), democracy and the rule of law. It involves the rejection of dogmatism and
absohitism and aflirms the standardsset out in international human rights instruments.
I .4 Consistent with respectfor human rights, the practice of tolerance does not mean toleration
of social injustice or the abandomnentor weakening of one’s convictions. It means that one
is free to adherc to one‘s own convictions and acceptsthat others adhere to theirs. It means
accepting the fact that human beings. naturally diverse in their appearance,situation, speech,
behaviour and values, have the right to live in peaceand to be as they arc. It also means that
one’s views are not to be imposedon others.

Article 2. Stcrte Level

2.1 Tolerance at the State level requires just and impartial legislation, law enforcement and
judicial and administrative process. It also requires that economic and social opportunities
be made available to each personwithout any discrimination. Exclusion and marginalization
can lead to frustration. hostility and fanaticism.
2.2 In order to achieve a more tolerant society. Statesshould ratify existing international human
rights conventions,and draft new legislation where necessaryto ensure equality of treatment
and of opportunity for all groupsand individuals in society.
2.3 It is essentialfor international harmony that individuals, communities and nations accept and
respect the multicultural character of the human family. Without tolerance there can be no
pcacc, and without peacethere can be no developmentor democracy.
2.4 Intolerance may take the form of marginalization of vulnerable groups and their exclusion
from social and political participation, as well as violcncc and discrimination against them.
As conlirmed in the Declaration on Race and Racial Prejudice, ‘All individuals and groups
IIWC the right to bc diffcrcnt‘ (Article I .2).

Article 3. ,Socid JXnlemions

3.1 III the modern world. tolcrancc is more essentialthan ever before. It is an age marked by the
globalization of the economyand by rapidly increasing mobility, communication, integration
and intcrdependencc,large-scalemigrations and displacementof populations, urbanization
and changing social patterns. Since every part of the world is characterized by diversity.
escalating intolerance and strife potentially mcnacc every region. They are not confined to
any country, but are a global threat.
3.2 Tolerance is ncccssary bctwcen individuals and at the family and community levels.
Tolcrancc promotion and the shaping of attitudes of openness,mutual listening and solidarity
should take place in scl~oolsand mliversities and through non-formal education, at home and
in the workplace. The communication media are in a position to play a constructive role in
facilitating free and open dialogue and discussion,disseminating the values of tolerance, and
highligl~ting the dangersof indifference towards the rise in intolerant groups and ideologies.
3.3 As allirmcd by the UNESCO Declaration on Race and Racial Prejudice. measuresmust bc
tnkcn to ensureequality in dignity and rights for individuals and groups wherever nccessnry.
III this respect,particular attention should be paid to vulnerable groups which are socially,or

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 I Declaration of Principles on Tolerance *

economically disadvantaged so as to afford them the protection of the laws and social
measuresin force, in particular with regard to housing, employment and health, to respect
the authenticity of their culture and values, and to facilitate their social and occupational
advancementand integration, especiallythrough education.
3.4 Appropriate scientific studies and networking should be undertaken to co-ordinate the
international community’s responseto this global challenge, including analysis by the social
sciencesof root causesand effective countermeasures,as well as researchand monitoring in
support of policy-making and standardsetting action by Member States.

Article 4. Education
4.1 Education is the most effective meansof preventing intolerance. The first step in tolerance
education is to teach people what their shared rights and freedoms are, so that they may be
respected,and to promote the will to protect thoseof others.
4.2 Education for tolerance should be consideredan urgent imperative; that is why it is necessary
to promote systematicand rational toleranceteaching methods that will addressthe cultural,
social, economic, political and religious sourcesof intolerance-major roots of violence and
exclusion. Education policies and programmes should contribute to development of
understanding, solidarity and tolerance among individuals as well as among ethnic, social.
cultural, religious and linguistic groups and nations.
4.3 Education for toleranceshould aim at countering influencesthat lead to fear and exclusion of
others, and should help young people to develop capacities for independent judgement,
critical thinking and ethical reasoning.
4.4 We pledge to support and implement programmesof social science research and education
for tolerance. human rights and non-violence. This means devoting special attention to
improving teacher training, curricula, the content of textbooks and lessons, and other
educational materials including new educational technologies, with a view to educating
caring and responsible citizens open to other cultures, able to appreciate the value of
freedom, respectfill of human dignity and differences,and able to prevent conflicts or resolve
them by non-violent means.

Article 5. Conmitnzent to Action

WC commit ourselves to promoting tolerance and non-violence through programmes and
institutions in the fields of education,science,culture and communication.

Article 6. Intemntional Day for Tolerance

In order to generate public awareness.emphasize the dangers of intolerance and react with
renewed commitment and action in support of tolerance promotion and education, we solemnly
proclaim 16 November the annual International Day for Tolerance.

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n Implementation of the Declaration of Principles on Tolerance

The General Conference,
Considering that UNESCO, by reason of the responsibilities incumbent upon it under its
Constitution in the fields of education, science- both natural and social sciences- culture and
communication, is required to call the attention of Statesand peoplesto the problems related to
all aspectsof the essentialsubjectof toleranceand intolerance,
Having regard to the UNESCO Declaration of Principles on Tolerance, proclaimed on 16
November 1995.

1. Urges Member States:

a) to mark I6 November as an annual International Day for Tolerance by organizing special
events and programmes to spread the messageof tolerance among their citizens, in co-
operation with educational institutions, intergovernmental and non-governmental
organizations, and the media in every region;
b) to communicate to the Director-General any information that they would like to share,
inchiding knowledgegeneratedby researchor public discussionof the issuesof tolerance and
cultural pluralism, in order to increaseour understandingof the phenomenaassociatedwith
intolerance and with ideologies that preach intolerance, such as racism, fascism and anti-
Semitism. and of the most effective measuresfor addressingtheseissues;

2. Invites the Director-General:

a) to ensurethe widest possibledisseminationof the text of the Declaration of Principles and, to
that end, to publish and arrange for the distribution of the text not only in the off’cial
languagesof the General Conferencebut also in as many other languagesas possible;
b) IO initiate an appropriate tncchanism for co-ordinating and evaluating actions undertaken
operation with olhcr partner organization;
c) to commmlicate the Declaration of Principles to the Secretary-Generalof the United Nations
with a requestthat he submit it. as appropriate,to the tifty-tirst sessionof the United Nations
Gcncral Assembly in accordancewith the latter’s resolution 49/213.
 PLAN OF ACTION TO FOLLOW UP
THE UNITED NATIONS YEAR FOR TOLERANCE (1995)

At its twenty-third plenary meeting,on 15 November 1995,the GeneralConferenceadoptedon

the report of CommissionV, the following Plan of Action to follow up the United Nation Year for
Tolerance,

n A common and Sustained Effort

The causesand factors contributing to manifestationsof intolerancearound the world are
complex, and do not lend themselvesto simple or facile solutions. Social variables include
the progressive breakdown of family structures, migration to often overcrowded and
dysfunctional urban areas, loss of traditional values, marginalization and exposure to
violence in the media and in daily life. In addition, every society in the world today is
diverse in its own way, as individual mobility unparalleledin past centuriesbrings millions
of peopleinto new environmentsevery year. The world that young peopleare entering today
is a multicultural, multi-ethnic and increasinglyurban reality, where toleranceof diversity is
necessaryfor the survival and humandevelopmentof all membersof society.
2. Among political and social factors, there are the fragility of democratic institutions, lack of
respectfor human rights, explosivenationalismand ethnic rivalries, and conflicts that uproot
and displace millions of people. In the economic field, unemployment and under-
employment, great extremes of poverty and wealth within each country (and among
countries) and continuing underdevelopmentcontribute to social tensions that manifest
themselvesas intolerance.
3. Dcspitc thesechallenges,human beingshave shown themselvesto be capableof significant
change,growth and adaptationin modem times and throughout history. Again and again
they have proved capableof recognizing their underlying unity, their common hopes and
aspirations.and the richnessof humandiversity.
1. Given the primary tools of education. dialogue and communication skills and forums.
encouragementfrom leadersof public opinion. supportivelegislation and the will to coexist
as neighboursat peacewith one another,the challengesneednot prove insurmountable. The
mandate of the United Nations and of UNESCO, in the interest of conflict prevention,
promotion of human rights, mutual understanding,and social and economic development.
points to the necessityof a sustainedand co-operativeeffort to encouragethe values of
toleranceand peaceamongall tlrc peopleof the world.

n Objectives
5. According to 144 EX/Dccision 5.1.1 and 145 EX/Decision 5.1 of the Executive Board and
the recommendationsof regionalconsultativemeetingsof National Commissions,the aim of
the follow-up programme is to transposethe most successfulcomponentsof the United
Nations Year for Toleranceinto more enduringstrategiesand structuresby which tolerance
promotion and sensitizationmay be improved in every region of the world. This approach
takes advantageof the synergy and momentum generatedduring the Year, to propel the
campaigninto 1996and beyond.

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6. As modern societiesbecomeincreasingly diverseand interdependent,tolerance becomesever

more essential for the survival and well-being of both individuals and the communities in
which they live. Tolerance is a matter not only of rights but also of responsibilities: moral
obligations undertaken by citizens and States to provide for peaceful coexistence in and
among integrated societies. Tolerance involves both behaviours that can be regulated and
attitudes that cannot. both action by States in the domain of human rights and action by
individuals as moral agentsin a pluralistic environment.
7. The positive and active elucidation of the meaning of tolerance will be a part of follow-up
activities. Tolerance is neither indifference nor concessionnor condescension;it is openness,
respect,solidarity and acceptanceof our diversity as human beings. Tolerance is facilitated
through direct contacts, communication and education. In place of fear and rejection of the
unknown, tolerance is mutual understanding through active interest in the traditions and
beliefs of others and the sharing of common ideas.
8 The overall objective of the programme is therefore to educate, inform and empower
individuals to assumethe responsibilities of dialogue, mutual respect, toleration and non-
violence, and to encouragepluralism and tolerance in the policies of Member States. In all,
emphasiswill be placed on constructing practical and concrete tools for problem-solving at
the international, regional, national and local levels through a multifaceted and sustained
campaign involving the participation of diverse institutions and societies.

I Actors
9. This fundamental work will be implementedby the principal actors of international society,
including Member States,the United Nations system,National Commissions,both universal
and regional intergovcrnmcntal organizations. as well as non-governmental organizations,
local communities and municipalities. and other actors in the public and private spheres.

n Education and Networking

IO. The role or education is crucial. It can help to shape lifelong attitudes and furnish young
people with the interpersonalskills they will riced to live at peacewith one another for years
to come. This requires an integrated approach to education for peace, human rights,
democracy and international understanding. Among its basic components are rights and
values education, foreign language teaching. multicultural and intercultural curricula, new
approachesto lhc teaching of history and citizenship, specialized teacher training and the
creation of a democraticand tolerant climate in the classroomitself.
I I. One of the main features of the follow-up to the United Nations Year for Tolerance is the
proposal to establish an lntcrnational Day for Tolerance on 16 November. This date is the
anniversary of the signing of UNESCO’s Constitution in 1945. Such a Day would serve as an
annual occasion to focus OII tolerance education worldwide, as endorsed by Education
Ministers in the Declaration and Integrated Framework of Action of the 44th sessionof the
lntcrnational Conference on Education. In addition. the International Day for Tolerance
\vould be an opportunity to undertake, in creative co-operation with the media in each
country. special cvenls. publications and broadcaststo mobilize public opinion in favour of
tolerance.
12. With its affiliated networks. including lhe Associated Schools Project, the International
Bureau of Education, (he UNESCO Chairs. the UNESCO International Network of Textbook

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Research Institutes and a number of non-governmental organisations, UNESCO will

implement a major campaign for tolerance teaching. Books, posters, films and videos on
non-violence and tolerance will be developed, and teacher-training packages will be
producedand distributed. This material will be promoted and distributed to the mass media
through governmental and non-governmental programmes. In addition, support will be
given to cultural projects with a historical and regional approach to multiculturalism,
highlighting the role of tolerancein the world’s cultural heritage.
13. These initiatives coincide with the objectivesof the United Nations Decadefor Human Rights
Education, 1995-2005, which include the training of human rights educators, the
development of special curricula and the translation and worldwide dissemination of the
Universal Declaration of Human Rights.
14. They will also be co-ordinatedwith follow-up to the International Year of the Family (1994)
and the implementation of the Convention on the Rights of the Child. Not only is the family
milieu the natural starting-point for the promotion of tolerance and non-violence, but .in
addition, children are the most vulnerable victims in the caseof conflict, acts of intolerance
and human rights violations.
15. The world must make an investment for peacein its young people, who are often caught up
in conflict situations beyond their control. UNESCO will contribute to the maintenance of
intercultural summer camps, internships and exchangesof young people from conflict and
post-conflict areas, as well as film and broadcast projects by and for young people.
International and regional networks in this field will be encouraged.
16. Education is also a meansfor spreadingthe values of religious toleration, as reflected in the
special reports and resolutions of the Human Right Commission regarding religious
intolerance. Encouragementof constructivedialogue, such as the 1994 Barcelona meeting on
the Contribution by Religions to the Culture of Peace,should continue in the follow-up to the
Year for Tolerance. The Barcelona meeting brought together representativesof the world’s
religions. who agreedin repudiating hatred, intoleranceand violence in the name of religion.
17. The promotion of tolerance and reconciliation among all parties involved in a conflict is the
main objective of the culture of peacenational programmes. These programs put emphasis
on developmentactions which proposenon-violent alternativeswithin the context of pre-and
post-conflict siluations. Following 144 EX/Decision 5.1.1, close co-ordination of the
activities related IO the follow-up of the United Nations Year for Tolerance and the national
programmespromoting a culture of peaceis foreseen.
18. Along with education there is a need for monitoring and research in support of policy-
making and standard-settingaction in every region. A network of university exchangesin
co-operation with UNESCO human rights and peace Chairs will be established for the
advancement of knowledge and the dissemination of existing information in support Of
curriculum development,statistical studies,and early warning of the emergenceof new forms
of discrimination and the escallationof intolerant ideologies such as racism, fascism, anti-
Semitism, xenophobiaand aggressivenationalism.
19. This network will advance social scientific research into the sources of intolerance and
recommendeffective countermeasures.In the long term, the componentsof the network will
serveas focal points and forums for intercultural and interreligious dialogue and liaison with
the media. encouragingmutual understandingfor the enhancementof social cohesion.

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I Mobilization of the United Nations System

20. Follow-up to the Year for Tolerance will be co-ordinated with the Programme of Action of
the World Summit for Social Developmentand the Recommendationsof the United Nations
Conference on Human Settlements(Habitat II). Given that intolerance - the rejection of
difference - is a major factor in social disintegration in every region of the world,
governments should use public policies to promote solidarity, tolerance, equality of
opportunity and non-violent &solution of conflicts. Social justice and tolerance go hand in
hand.
21. The rights and responsibilities regarding tolerance and the right to be different are firmly
established in human rights law. They have been repeatedly stated in international and
regional instruments, such as the Universal Declaration of Human Rights, the International
Conventions on the Elimination of All Forms of Racial Discrimination and Discrimination
Against Women, the Declaration on the Rights of PersonsBelonging to National or Ethnic,
Religious and Linguistic Minorities, the Declaration on the Elimination of All Forms of
Intolerance and of Discrimination Based on Religion or Belief, and Conventions on the
Status of StatelessPersons,Workers and Indigenous People. They are also taken up by the
Vienna Declaration and Programme of Action and are currently being addressed in the
context of the Third Decadeto Combat Racism and Racial Discrimination, 1993-2003, and
the International Decadeof the World’s IndigenousPeople, 1995-2005.
22. Accordingly, UNESCO will work in close co-operationwith the Office of the United Nations
High Commissioner for Human Rights and the Centre for Human Rights towards the
implementation of the Declaration of Principles on Tolerance and the present Follow-Up
Plan of Action.
23. Tolerance will continue to be central to the United Nations High Commissioner’s Oftice for
Refugees (UNHCR) mandate to provide international protection and seek permanent
solutions for the problems of refugees. The eventual legal, economic and social status of
refugees depends upon the quality of their reception into their new environment, and
tolerance is decisive in this process.UNHCR will accordingly continue its public information
campaignsto raise the public’s awarenessand sensitivity towards the plight of refugees.
24. Tolerance is also a central objcctivc of the Intcrnalional Labour Organization’s long-standing
programmes concerning equality in the workplace, migrant workers, exploited and
indigenous populations, as well as the social conscquenccsof unemployment and poverty.
IL0 will carry out education prqjects to inform bo(h workers and children about their basic
rights. In addilion, UNICEF will pursue peaceeducation initiatives aimed at rehabilitation,
reconciliation and conflict prevention in both the industrialized and the developing world. Its
Education for DevelopmentProgrammeis to becomepart of a universal curriculum teaching
children how to think for themselvesabout human dignity, interdependence,images and
perceptions, social justice and conflict resolution. The United Nations Development
Programmewill addressthe role of economicfactors in exacerbatingsocial tensions through
diverse dcvclopment projectsaimed at raising living standardsin developing countries.
25. Heahh status - both illness and disability - is also a factor in discrimination and intolerance.
lnlolcrance of people living with disease or disability, often a result of ignorance and
misplaced fear, increasesthe personaland social impact of the disease..Conversely,there is a
posirive correlation betweentoleranceand the protection of health.

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26. In the case of the pandemic HIV/AIDS, for example, the Joint and Co-sponsoredUnited
Nations Programme on HIV/AIDS co-sponsoredby UNDP, UNESCO, UNFPA, UNICEF,
WHO and the World Bank, will continue the initiatives undertaken in this field by the World
Health Organization’s Global Programmeon AIDS.
27. Tolerance issuesof special relevanceto women are addressedin UNESCO’s contributions to
the 1995 Fourth World Conferenceon Women. The role of women in inculcating tolerant
values is the subjectof a specialUNESCO publication currently in preparation. Co-operation
will be maintained in the follow-up to the Beijing Conference.

n Co-ordination
28. This Follow-up Plan of Action will be co-ordinated through regular system-wide
consultations of the United Nations and its Specialized Agencies, and in partnership with
United Nations associations, UNESCO Associated Schools and Clubs, and non-
governmental, intergovernmentaland regional organizationsin every part of the world.
29. It is proposedto establisha network for efficient communication and co-operation among the
principal actors of this Follow-Up Plan of Action, including a system of evaluation of
programme effectivenessand periodic reports to the United Nations and UNESCO governing
bodies.
30. The co-ordination mechanismwill involve the active participation of regional organizations
such as the Organisation for Security and Cooperation in Europe and the European
Parliament. Co-operation will be continued in connection with the Council of Europe’s
Campaign against Racism, Xenophobia, Anti-Semitism and Intolerance, a public awareness
campaign promoting mutual understanding,particularly among young people, in the region’s
diverse societies throughout 1995 and afterwards. Measureswill be taken to increase co-
operation with intergovermnentaland non-governmentalorganizations in every other region
as well, through concreteprojectscorrespondingto the specialcircumstanceof each area.
3 I. At the national level the UNESCO National Commissionswill be responsiblefor overseeing
and reporting on the implementation of the Follow-up Plan of Action for the United Nations
Year for Tolerance. Where relevant. the National Commissionswill take concrete steps to
ensure satisfactory national implementation and will co-ordinate this effort as appropriate
with national authorities.
32. In addition, extra-budgetarysponsorshipwill be pursued, in the framework of the follow-up
programme, to support special projects in the field of tolerance, promotion and sensitization
among the widest public with the support inter alia of UNESCO Goodwill Ambassadors.
 YAMOUSSOUKRO DECLARATION ON PEACE
IN THE MINDS OF MEN

0
Peaceis reverencefor life.
Peaceis the most preciouspossessionof humanity
Peaceis more than the end of armedconflict.
Peaceis a modeof behaviours,
Peaceis a deep-rootedcommitmentto the principlesof liberty, justice, equality and solidarity
amongall humanbeings.
Peaceis also a harmoniouspartnershipof humankindwith the environment.
Today, on the eve of the twenty-first century,peaceis within our reach

l :* 8.. A. .:* l :* 0:. + .:. .:e .:. l :* .$ l :* .*.

. 8.
. A.

The International Congresson Peacein the Minds of Men, held on the initiative of UNESCO in
Yamoussoukroin the heart of Africa, the cradle of humanity and yet a land of suffering and
unequaldevelopment.brought together from the five continents men and women who dedicate
themselvesto the causeof peace.
The growing interdepcndcncebctwcennationsand the increasingawarenessof common security
arc signs of hope.
Disarmament measureshelping to lessentensionshave been announcedand already taken by
some countries. Progressis being made in the peaceful settlement of international disputes.
There is wider recognitionof the internationalmachineryfor the protectionof human rights.
But the Congressalso noted the persistenceof various armed conflicts throughout the world.
There are also other conflict situations: apartheid in South Africa; non-respectfor national
integrity: racism, intolcrancc and discrimination, particularly against women; and above all
economicpressuresin all their forms.
Iu addition. the Congressnoted the emergenceof new, non-military threats to peace. Thesenew
threats include: unemployment;drugs; lack of development; Third-World debt, resulting in
particular from the imbalancebctwecnthe industrializedcountries and the developingcountries
together with the difficulties cncountercdby the countries of the Third World in turning their
rcsourccs to account: and. finally, man-induced environmental degradation. such as the
deteriorationof natural rcsourccs,climatic changes.dcsertification,the destruction of the ozone
layer nud pollution, cndangcringall forms of life on Earth. The Congresshas endeavouredto
gcncrateawarenessof theseproblems.

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 * YamoussoukroDeclaration on Peace in the Minds ofMen *

Humans cannot work for a future they cannot imagine. Therefore, the task of this Congress has
been to devisevisions in which all can have faith.
Humanity can only secureits future through a form of co-operationthat: respectsthe rule of law,
takes account of pluralism, ensuresgreater justice in international economic exchanges and is
basedon the participation of all civil society in the construction of peace. The Congressaftirms
the right of individuals and societiesto a quality environment as a factor essentialto peace.
Additionally, new technologiesare new available to serve humankind. But their efficient use is
dependenton peace-both in their being usedfor peacefulpurposesand in the needfor a peaceful
world to maximize their beneficial results.
Finally, the Congressrecognizesthat violence is not biologically determined and that humans are
not predestinedto be violent in their behaviour.

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The pursuit of peace is an exhilarating adventure. The Congress therefore proposes a new
programme that makes practical and effective provision for new visions and approachesin co-
operation, education, science, culture and communication, taking into account the cultural
traditions of the different parts of the world. These measuresare to be implemented in co-
operation with international organizations and institutions, including the United Nations
University, the University for Peacein Costa Rica and the Foundation international Houphouet-
Boigny pour la recherchede la paix in Yamoussoukro.
UNESCO by virtue of its Constitution is engagedin the cause of peace. Peace is likewise the
calling of Yamoussoukro. The Congressis a confirmation of the hopesof humankind.

0 Programme for Peace

The Congress invites States, intergovernmental and non-governmental organizations, the

scientific. educationaland cultural communitiesof the world, and all individuals to:
1. help construct a new vision of pcacc by developing a peaceculture based on the universal
values of respect for life, liberty. justice, solidarity. tolerance, human rights and equality
betweenwomen and men;
2. strengthenawarenessof the common destiny of humanity so as to further the implementation
of common policies ensuring justice in the relations between human beings and a
harmonious partnership of humankind with nature;
3. include peace and human rights components as a permanent feature in all education
programmes;
4. encourageconcertedaction at the international level to manageand protect the environment
and to ensurethat activities carried out under the authority or control of any one State neither
impair the quality of the enviromncnt of other Statesnor harm the biosphere.
 * Learning to Live Togetherin Peaceand Harmony t

The Congress recommendsthat UNESCO make the fullest possible contribution to all peace
programmes.It recommendsin particular that the following proposalsbe examined:
I. The endorsementof the Seville Statementon Violence (1986) - a first stage in an important
processof reflection tending to refute the myth that organized human violence is biologically
determined. This Statement should be disseminated in as many languages as possible
together with appropriate explanatory material. The processof reflection should be pursued
through the convening of an interdisciplinary seminar to study the cultural and social origins
of violence.
2. The promotion of education and research in the field of peace. This activity should be
conducted using an interdisciplinary approach and should be aimed at studying the
interrelationship between peace, human rights, disarmament, development and the
environment.
3. The further development of the UNESCO-UNEP International Environmental Education
Programme, in co-operation with Member States, in particular to implement the
International Strategy for Action in the Field of Environmental Education and Training for
the 1990s. This should incorporatefully the new vision of peace.
4. Study of the establishmentwith the United Nations University of an international institute of
peace and human rights education, particularly aimed at training future cadres through a
systemof exchanges,teaching and internships.
5. The compilation of texts from all cultures, highlighting the common lessonsthey yield on the
themesof peace,toleranceand fraternity.
6. The developmentof measuresfor the enhancedapplication of existing and potential United
Nations - and, in particular, UNESCO - international instruments relating to human rights,
peace,the environment and developmentand those encouraging recourseto legal remedies,
dialogue, mediation and the peacefulsettlementof disputes.

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 VALUES IN A CHANGING WORLD
Presented to APNIEVE Experts’ Group Meeting
at Riviera Bay Resort, Malacca, Malaysia, July 1-5, 1996

by .
Dr. Lourdes R. Quisumbing

At the threshold of the 21st century, we are witness to unprecedentedgrowth and progress in
many fields of human endeavour;economic, social, cultural, political, scientific and tech-
nological. We have seenthe end of the cold war. the break-upof the Soviet Union and the birth
of new republics,someof which now belongto our Region.the crumbling of the Berlin wall and
the unification of Germany,the disintegrationof empiresand the rise of democraticstatesin our
Region and the rest of the world, the victory over apartheid, a dramatic revolution in the
information superhighways.Truly, this hasbeenthe Age of Breakthroughs!
And yet, it may also be called the Age of Breakdowns. Although the wealth of nations has
multiplied sevenfoldin the last 50 years,little of this wealth has trickled down to thosewho need
it most. In fact, the oppositehas occurred. Where once the richest peopleenjoyed30 times the
income of the poorest,today their shareis 60 times greater. Such gross inequitiesthemselvesare
a form of structural violence which leads to civil unrest and conflict. (Patricia Mische,
BreakthroughNews, GEA Spring/Summer1995). Is this not the unmistakablesign of a serious
breakdown,when the earth’s resourcesare exploitedand depletedto satisfy people’sgreedrather
than people’s needs?Indeed it is a breakdownof the most fundamentalHUMAN VALUES: of
HUMAN SECURITY and SURVIVAL, OF PEACE, JUSTICE and FREEDOM, of LOVE and
COMPASSION.
Can the human mind and heart keep up with the technological race of industrialization,
mechanization,automation, modemization, globalization with the accompanyingvalues/skills/
behaviourof individualism, impersonalism,consumerism,materialismwithout losing the essence
of our humanity and our spirituality, our cultural identity and heritage?
Juan Somavia,Chairman of the World Summit for Social Development,refers to our world as a
wounded community, In his article, “Healing the Human Society,” he wrote that “wounds
inflicted on people by poverty, deprivation of dignity, exclusion and lack of opportunity for
productive employment will continue to fester humankind until we acknowledgethe need to
redefineour conceptof security and work togetherto make our commondwelling truly securefor
peopleeverywhere.”
We need a new concept of human security, founded on shared human values and global
solidarity, to complementthe traditional notion of statesecurity. One can havea strongly-secured

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nation state protectedby stockpiles of weaponswith a high level of economic developmentbut

inhabited by insecure persons. Armaments and economics are no longer sufficient. Human
security is security of communities and individuals, and of their basic needs and freedoms-
saTeguarded by a perceptionof common values...PEACE,HUMAN RIGHTS, DEMOCRACY and
SUSTAINABLE DEVELOPMENT.
We live in a post-Cold War era, where armamentsare to be dismantled, nuclear proliferation
halted, and yet we are appalled by the growing phenomenaof internal conflicts and violence,
gross violations of human rights, lawlessness,criminality and terrorism in all sectors of society,
particularly among the youth; by the erosionof moral values,of decencyand humanity along with
excessivematerialism. cruelty and greed,cynicism and apathy.Increasingthreats to our personal.
national, and global security, the deteriorationof the environmentand of the human habitat, the
dwindling quality of our relationships,the uncertaintyand the ambiguity in the very meaning and
value of our lives put in questionour conceptof progressand development. Television and media
bring in the daily horror, the violence and the cruelty, the suffering and the misery to remind us
of the real world we and our children live in.
There is a feeling of dissatisfactionwith the way we haveeducatedour youth. We have fed them
with knowledgeand information, to the extent of overloadingtheir minds with more and more
data than they can understand, interpret, or much less appreciate. We have enabled them to
acquire skills to make them more exact, mechanical,efficient, but not equally effective. We have
taught them to be more ambitious and progressive,calculating, materialistic and selfish, but we
have not developedtheir capacity to care for somethingor someonebeyondthemselves,we have
stymied their ability to truly love and to share. We make sure that they are informed, but not
inspired. The wonderful modem world of PROGRESS,of INVENTION, of AUTOMATION, of
INFORMATION has not been able to solve the most fundamental human problems of
POVERTY, INJUSTICE, ILLITERACY, INTOLERANCE. DISCRIMINATION. HUNGER,
DISEASE. MISERY. HATRED. and VIOLENCE.
Awarenessof the responsibility that falls on educationalsystemsto develop rhe human potential
towards the building of a more humnnc and just society. should shock us into questioning our
educationalphilosophiesand strategies.and into searchingfor new and better ways to educatein
the context of present-dayrealities and fixture scenariosand challenges;to transform the culture
of war and violence, of greedand seltishnessinto a culture of peaceand love where true human
developmentcan occur. Yes, we must educatefor peace,for without peace there can be no
development.just as without developmentthere can be no lasting peace.
We have to realize that we have not educaledthe student to becomefully human, we have not
lricd to dcvclop all the powers and faculties of the human person.Overemphasison knowledge
and skills has led to the neglectof valrlesand attitudes. The product of our educationalsystem is
an informed and knowledgeableperson who may not be mature or emotionally stable, an
intelligent and informed individual. a tinancial wizard who may turn out to be a crook, an
irrcsponsiblc citizen, or evena ruthlesscriminal. This brings us to the urgencyof considering the
place and role of VALUES in the holistic educationof the total human person.
At this point, it is imperative to ask thesequestions:What are the values neededin a changing
world? What can we educatorsdo to transform the culture of war and violence to a culture of
peace. where people seek non-violent means to resolve conflict, where negotiation and
persuasion.the art of listening and dialoguecan be lcarncd and practised.

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Jacques Delors, in his Commission’s Report on Education for the 21st century, entitled
LEARNING: THE TREASURE WITHIN, writes that leaning throughout life will be a major
key to meeting the challengesof the future and that we have to rethink the concept of lifelong
education in order to reconcile three dynamic forces which are emerging: Competition, which
provides incentives; co-operation which gives strength; and solidarity, which can unite peoples
and nations into one global village, facing common risks, sharing the same environment and a
common human destiny of developmentor destruction. We have the power to image our preferred
future and to make it happen.
Lifelong education begins with self-understanding,through an inner voyage whose milestones
are knowledge, meditation, and the practice of constructive self-criticism. Learning throughout
life: “the heartbeat of society”enableseach individual to learn how to learn, founded on four
pillars: learning to know, learning to do, learning to be and learning to live together.
Learning to live together in an increasingly complex and fast changing world is in the Delors
Commission’s words: a necessaryUtopia. To the Asia and the Pacific region, it means learning
to live together in peace and in harmony, blending instead of separating, uniting instead of
dividing. Learning to live together in peace and harmony will empower us to manage the
inevitable conflicts that will arise with the increasing tensionsof our generation and the next, in
an intelligent and-peaceful way.
The 20th century will seethe shifts from:
I. The local community to a world society;
2. Social cohesionto democraticparticipation; and
3. Economic growth to human development
Learning to live together implies tolerance.But what is TOLERANCE? Allow me to quote from
the UNESCO Declaration on the Principles of Tolerance,adoptedand proclaimed during the 28th
General Conference on Tolerance Day, November 16, 1995. “TOLERANCE is respect,
acceptanceand appreciation of the rich diversity of our world’s cultures, our forms of expression
and ways of being human. It is fostered by knowledge, openness,communication, freedom of
thought, conscienceand belief. TOLERANCE is harmony in difference. It is not only a moral
duty, it is also a political and legal requirement. TOLERANCE, the virtue that makes PEACE
possible, contributes to the replacementof the culture of war by a culture of peace”. Different
cultures and languages have equivalents that range from passivity and negativism to active
respectand positive appreciationof others.
Let our schools be laboratories where tolerance is learned, where acceptanceof the other is
cherished, where a culture of peaceprevails in the campusatmosphere,becauseit is found in the
relationships between school and community, administration and faculty, teaching and non-
teaching personnel, parents and teachers, teachers and students, and among the students
themselves.Let every school be a zone of peacewhere values taught in the curriculum find their
way into the student’s daily life and behaviour, where the dignity of each individual is held
sacred,where true democracyand genuine freedomare deeplycherished.
Let us all together in the region of Asia and the Pacific draw wisdom and strength from our
distinctive cultures and traditions, from our own wealth and uniquenessto find our distinctive
way. our understandingof tolerance, our own adaptationto modernity. Let us look and discover
deep within ourselvesthose positive and constructive values that give us strength and an anchor

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in the turbulent seas of change, to reinforce them and promote them in our children. Let us
develop those that are dynamic, and can give us the wings with which to face the future with
confidence, such as: initiative, determination, critical thinking and creativity, openness to
innovation, regularity and flexibility, and punctuality and order, accountability and justice,
honesty. freedom and responsibility, self-discipline and self-regulation, courage to change for a
better future, knowledge and acceptanceof one’s self, one’s strengths and limitations, acceptance
and respectof the other.
Let us learn how to harnessour beautiful Asian virtues to empower us to meet the challenges of
the 2 I st century. Let APNIEVJZbe known as an instrument of peace,respect for human rights,
democracy, and developmentwhich is human, holistic and sustainable. Let APNIEVE teach us
how to live together in peaceand in harmony, respectingeach other’s uniquenessand diversity
and building on our shared values and beliefs/virtues and beautiful traits of CARING and
SHARING, RESPECTand COMPASSION.
 “DE-MORALIZING” MORAL EDUCATION

bY
The Hon. 7bn Sri Datuk Dr, WanMohd. Zahid bin Mohd. Noordin
Director-General of Education, Malaysia

HonourableChairperson,
Distinguisheddelegatesand guests,
Ladiesand gentlemen,
Assalamualaikum and a very good morning.

n Introduction
I. This morning, I believe. is a momentousoccasionfor us as educatorsfrom diverse origins
and cultures coming together with a commonality of purpose-to discuss the “heart” of
education-thatof how to ensureevery generationafter us hold steadfastthe torch of morality
that will rekindle and sustain the basic valuesof humanity. Each generationmay hold this
torch in the way they best know but they must know what it meansto be human and to live.
The crimes committed daily now in war-tom countries and in urban battlefields have
shatteredour belief in ourselvesas good men. For neither rhyme nor reason,guns are tired
and daggersdrawn. Men, women and innocent children are falling over without knowing
what they are dying for.
2. The premisefor an effectivevalueseducationcurriculum in teachereducationis encapsulated
in the title of this paper, “De-moralizing Moral Education”. “De-moralizing” spelt
hyphenatedis just a playful pun on the word “moralize” sincethe focus of this meeting is on
teachereducationand teaching. To moralize is to preachwhat is right or wrong. Indeed if
we were to live our lives by adherenceto what otherstell us to do what they might not do all
the time it is best not to live at all. We will be nothing much more than senselessbeings
born to grace this planet. Teaching by moralizing or preaching can be one of the most
uninteresting ways of getting people to learn or to remember what you want them to
remember. I may be wrong for there might be peoplewho would like to be told what to do.
But if this is to be the methodologyof moral education,then we will wonder if it would be
appropriate for our next generationof children brought up in an environment of critical
thought and creativity. Teachingby telling will not touch the core of our children’s being,
unless we can tell with such effect to inspire them to think beyond the content of the
situation. You might think I sound so negativeabout ‘moralizing’. Yes, I do. You might
recall stories of peoplewho follow their leaderstill the end of their daysjust by blind faith.
They do not believewhat they seewith their eyes. They believe only what they see in their
hearts. Yes, thesepeopleon their own locked within the “Shangri-La” of their culture and
community could be the happiestand the leastcomplicatedof human kind. But in this world
of rapid developmentthere are few enclaveswhere we could stop the world from impinging
into our lives. If thesepeoplewere subjectto an “opening”of their minds, their world will

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crumble like desiccatedmummies. There was a story of a woman who was blinded by a
childhood illness. For over forty years she never knew her own face, the colours of the earth
and the faces of her loved ones. After a surgical procedureher eyesight was restored. When
her eye bandages were removed, she could not take in what she saw. She became a
psychiatric patient. The world of imagesand colour was too great a shock for her.
3. When we raise issues of moral values, we often think of issues that touch on physical
relationships such as sex, and what is an acceptableor unacceptablecode of conduct in public
behaviour. For each deviation from the acceptednorms we attach the label “immoral”, for
example, it is immoral to have more than one girl friend or boy friend or to be seen with
another person’s wife or husband or to dress inappropriately. But it never seems to be
immoral if we throw rubbish into rivers, drains or in public places or cut down trees
irresponsibly or to gossip about others while maintaining friendly relations with them.
Neither is it immoral if we smoke or drink or to throw away food or clothes when half the
world’s population is deprived of the basic amenities of human life. Nor is it a moral if vast
sums of money is spent on the design of trinkets that deservea place only in antiquity?
4. I believe that values as echelonsof human goodnessare universal. They transcend cultural,
political, religious, physical as well as temporal boundaries. What is basically different is
cultural or political priorities, perceptionsof morality and emotional maturity over time. We
in the ASEAN region are fortunate for we shared part of our history together long before
others “discovered”us. Therefore there is a possibility of developing a network of common
understanding to enrich the further developmentof our respectivenations.
5. This paper aims to provide some guidelines for the formulation of a values curriculum for
teacher education in the Asia-Pacific region by first of all reviewing current developments
and their implications on our values systemand on teachereducation.
6. In Malaysia our concern for values educationis clearly defined by our National Philosophy of
Education and the Nine Challengesin vision 2020 set out by our beloved Prime Minister,
Dato’ Seri Dr. Mahathir Mohamad. The National Philosophy of Education is aimed at the
holistic and harmonious developmentof a well-balanced individual; with a strong belief in
God; who is knowledgeable,creative and rational; is of high morals and is loyal to the nation
and is responsiblefor maintaining good relations and unity amongst the people. These aims
were further elaboratedin the Nine Challenges:
a) Establish a united Malaysian nation with a senseof common and shareddestiny.
b) Create a psychologically liberated, secure and developed Malaysian society with faith
and confidence in itself, justifiably proud of what it has accomplished.robust enough to
face all manlier of adversity.
c) Foster and develop a mature democraticsociety,practising a form of mutual consensual,
community-oriented Malaysian democracy that can be a model for many developing
countries.
d) Establish a fully moral and ethical society, whose citizens are strong in religious and
spiritual values and imbued with the highest of ethical standards.
c) Establish a mature, liberal and tolerant society in which Malaysians of all colours and
creeds are free to practise and profess their customs, cultures and religious beliefs, and
yet feel that they belong to one nation.

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f) Establish a scientific and progressivesociety, a society that is innovative and forward-

looking one that is not only a consumer of technology but also a contributor to the
scientific and technologicalcivilization of the future.
g) Establish a caring society and a caring culture, a social system in which society will
come before self, in which the welfare of the people’will revolve not around the state or
the individual but around a strong and resilient family system.
h) Ensure an economicallyjust society in which there is a fair and equitable distribution of
the wealth of the nation, in which there is full partnership in economicprogress.
i) Establish a prosperous society, with an economy that is fully competitive, dynamic,
robust and resilient.

w Current Developments
1. These Nine Challenges are formulated to give us a sense of direction towards the
development of a fully industrialized nation by 2020. Of these nine challenges, seven are
values based. This illustrates our concern and commitment for the development of a truly
Malaysian nation imbued with our own values and a tolerance for others in a multicultural
global environment. But with advancementthere always seemsto be a backwasheffect at the
emotional level. Metaphorically, the experienceis like the shifting sands under our feet as
the wave withdraws from the shore. It will always convey a senseof instability and of loss of
balance. I do not know if I sound hopeful that things are not as bad as it seems.But surely the
world our children face will be very different. First our move into automation in our
generation was cushionedby our capability in learning the controls. We still have our feet on
the ground. But now our entry into cyberspaceis quite another matter. The whole world is
at our doorstep as we change our status from “bungalow dwellers” in exclusive country
districts into that of global villagers. We have no choice in the matter. Imagine at this
moment as I speak to you, I could reach a million other audiencesin places which would
have taken our ancestorsmany months and years or even a lifetime to reach. It would indeed
be conceivablethat there will come a time, probably in the twenty-secondcentury, when we
could communicate with those light years beyond our spatial borders. The future that bids
our,ancestorsto discover is now createdin our hands.
2. Right now. we see our children, as we were children before them, behaving in ways that
make us wonder if they were born of our flesh and blood. We start thinking back to our
times and say “oh we were such good children”. We start comparing. We feel extremely
elated at our own accomplishments. But the balloon bursts and our blood curdles when we
think of teenagebinges that make battlefields of our urban thoroughfares,bloodbaths in the
very precincts of education,teenagers“selling themselves”for fun, drug addicts that create a
haven for themselveswith their parentshard-earnedmoney and a cohort of youths who drive
themselvesmad at pinball machines and with hard-core porn at video centres. Some of us
unfortunate enough to have our own children involved in this will question our own values
and ask where have we gone wrong. Didn’t we tell them what was right and what was
wrong? What did they learn in school?
3. Did our parents go through this kind of depression,this same sense of helplessnessthat
descends upon us when they watched us climbing trees, falling off bicycles, mouthing
unmentionablewords and so on, when in their time, the virtue that children should be seen
not heard was the rule? I wonder if it is an abiding characteristic of man to believe that the

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old virtues are disappearing,the old values disintegrating, the good old, traditions no longer
honoured. Many people today seem to think that our morality, our devotion to virtue and
justice resemblea well that was filled long ago and has been seepingaway since. But it could
well be that our grandfathers thought that the well had been filled by their grandfathers and
had seepedaway ever since. And their grandfathersthought the same. Why, then, isn’t the
well ever empty?
4. The answer could well be mappedon the cycle of life. Moral order undergoesregenerationas
well as decay. Men are always corrupting the old symbols, drifting from old truths. But
while some are losing their faith, others are achieving new spiritual insights; while some
grow slack and hypocritical, others bring a new meaning and vitality to moral striving. And
that is how most of us play our role in reshapingour society’s values. The Swiss philosopher
Amiel said: “Every life is a professionof faith. Every man’s conduct is an unspoken sermon
that is forever preaching to others.”
5. But we have reached that stage in our civihzation, where what existed as dreams in our
forefathers’time are realities today. In fact some of these new developmentsdid not even
exist in dreams. However, matched against this geometric technological development,basic
human values, attitudes and behefs per se have remained relatively unchanged. What has
changed are our perceptions and priorities in the way we frame our values, attitudes and
beliefs. Take for example, in the old days in the U.K. witch hunts and witch burning were
perfectly “moral” activities. So were the suicides of widows in India. The same notion of
morality applies to women around the world in various countries throughout the centuries
where men believe it to be morally right that women should be “seen not heard”. In some
casesthey were neither “heard nor seen”. But just in case I have a whole lot of feminists
coming after me, I just want to say that I believe (bless the way I was brought up), that
women should be given opportunitiesboth to be heard and to be seen.
6. In Malaysia as in the Asia-Pacific and the world over, we suffer from the tremors of this
receding moral climate. As Rushworth M. Kidder said (1993) “Something deep in the soul
of our collective future seemsout of balance,and the world appearsto be in a long, slow drift
toward moral recession”. The advent of INTERNET helps to hasten the democratization of
educationbut at the sametime it also brings along with it easyaccessto yellow culture. Used
unrestrainedly, it will have tremendousimplications on the moral behaviour of young people
whose minds are still malleable. Updating our educationaltechnology is essential if we are
to be global players. The challenge here is how can we prevent “rubbish” from being thrown
into our bin. Or should we consider the alternative of recycling this “rubbish’ for a useful
purposesuch as turning scenesof violence, anger and hatred into stimuli for learning.
7. This negative senseof well-being is fortunately weighted by a consensualeffort to identify a
common ground of sharedvalues in the many values seminarsorganized under the auspices
of UNESCO and related bodies. This set of sharedvalues or preceptsidentified must be so
fundamental and powerful that it can dissolve borders, transcend races, and outlast cultural
traditions. This is basedon the belief that despiteour multicultural diversity we are united by
one moral dimension basedon universal values.Beneaththe skin, everyoneof us is the same.
Differences arise from our years of cultural and political isolation. The belief in the sanctity
of race, culture and ideology formed the basisof thesedifferences.

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8. The situation is becoming critical in this “borderlessworld’. It is by natural law that the most
dominant will dominate. It is also a natural law of human behaviour to resist domination.
We can all use the processof law and consensusto agreeon a set of regional values which to
all aims and purposesmay not differ very much from universal values or each of our cultural
values. But to adhere to it requires not just political will but more importantly the emotional
will of every individual. This emotional commitment can only be an outcome of a processof
emotional maturity by way of education. We are not saying that we must resist “Change” by
building defenses. Rather we are concerned that our future generations should have the
resilience and the emotional maturity to understandand participate in the evolution of values
from various perspectives-cultural,national, regional and global. This seemsto imply that
there are various levels of operation within a certain time frame. But the concept of
“borderlessness”has no temporal sense.The issueis immediacy, and the Future is Now.
9. Daniel Goleman (1996) in his book “Emotional Intelligence” argues for the importance of
emotional intelligence, for with Change
“... looms a pressing moral imperative to unravel at ever-greater speed, when selfishness,
violence, and a meanness of spirit seem to be rotting the goodness of our communal lives.
Here the argument for the importance of emotional intelligence hinges on the link
between sentiment, character and moral instincts. There is growing evidence that
fundamental ethical stances in life stem from underlying emotional capacities. For one,
impulse is the medium of emotion; the seed of all impulse is a feeling bursting to express
itself in action. Those who are at the mercy of impulse-who lack self-control-suffer a
moral deficiency: The ability to control impulse is the base of will and character. By the
same token, the root of ahruism lies in empathy, the ability to read emotions in others;
lacking a sense of another’s need or despair, there is no caring. And if there are any two
moral stances that our times call for, they are precisely these, self-restraint and
compassion”.
Both of these, I believe are an outcomeof emotional maturity. But can emotional maturity be
implanted in our future generationsprematurely to enable them to catch up with change?
How can we resolvethis paradoxical position? I am not sure if genetic engineering could be
a possibility in the near future but until that future is created, what can we do-as teachers,
parents and members of society - to ensure the emotional maturation of our generations to
come? In what way can we affect the core of our children’s being, to strike at the heart and
the mind? The answer to this, I believe lies not so much in what you put in the curriculum
but in the way the curriculum is deliveredand very importantly the attitude of the teachers.
10. The word “curriculum” by way of definition refers to all that goes on in the school - the
subject matter and related teaching-learningactivities, the school and classroomenvironment
and most important the teachers and the headmaster. Curriculum content reflects the
aspirations of the country while the processby which it is delivered touches the soul of the
learner. The intersection of curriculum content, the human touch of curriculum
interpretation and the attitude of the teacherswill leave an indelible mark in the lives of the
students long after school becomes a memory. Therefore an a priori of curriculum
implementation is what it takes to teach it. What kind of schoolscan we create?What kind
of teachersdo we need? Are “teachers”the peoplewho teach in schools?What kind of skills
should they have? And what if the “teacher” is a computer disk? All these have serious
implications on what we mean by teacher educationbefore we discuss the issue of a values
education curriculum for teachereducationfor you will seethat they are intimately linked.

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n Teacher Education
1. The concept of “teacher education”as against the concept of “teacher training” needs to be
defined. “Teacher education”has to be seenin relation to the relative importance given to the
personal developmentof teachersas professionals. This developmentalfunction focuseson
the “process of reflection, examination, and change which can lead to personal and
professional development” (Freeman, 1982). Lange (1989) identifies it as a “process of
- continual, intellectual, experiential and attitudinal growth” which is “more encompassing
and allowing for continued growth both prior to and throughout a career”. Teaching is
therefore more than a vocation as it deals with the very core of those who teach and those
who are taught. It is about the development of values and beliefs about teaching and
learning. This being the case,the teachertraining curriculum must allow student teachersto
develop the capacities for critical enquiry and reflection to enable them to become self-
directed professionals. Teacher training relates particularly well to the level of techniques
and pre-specified competenciesfor the conveyanceof content. It deals specifically with the
technicalities of instruction. However, both are essentialson any teacher preparation course
be it preserviceor in service.
2. The notion of “development”is an important issuein teachereducation. No one can develop
a teacher. Only teachers can develop themselves. The critical point is that personal and
professional development has to be self-initiated by way of self-awarenessof one’s own
beliefs and attitudes towards teaching. The implication on teacher education then is to look
at ways in which we can enable teachersto develop the kind of sensitive reflexes to make
teaching a nurturing profession.
3. Based on the notion of teacher education for teacher development as a pre-requisite for
student development values education becomes an important component in the teacher
training curriculum. In Malaysia our teachereducationcurriculum is built on three essential
components that is, subject knowledge, pedagogical skills and values. This three-prong
model will enhancefurther the spiritual, emotional, intellectual and physical developmentof
our student teachersin relation to a strong belief in God, the awarenessof self as teachers
and their moral obligations to society.
4. The oft quoted cliche that teaching is a noble professionis much less understoodat present
than in the past. But ironically it is now that this concept of a noble profession needsto be
enhanced. As the great Erasmus once said, “the main hope of a nation lies in the proper
education of its youth” to develop the strength of character to meet the challenges of the
world in rapid change. Was it not that “character is the psychological muscle that moral
conduct requires”? (Amitai Etzioni, George Washington University.) This was further
supported by Goleman (1996) who suggested that the remedy for this generation of
aggressive,abusiveand depressivechildren is in the way we preparethem for life.
At the present we leave the emotional education of our children to chance, with ever more
disastrous results. One solution is a new vision of what schools can do to educate the
whole student, bringing together mind and heart in the classroom. I can foresee a day
when education will routinely include inculcating essential human competencies such as
self-awareness, self-control, and empathy and the art of listening, resolving conflicts and
co-operation.

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The same can be said of teacher training. In no other profession is the responsibility for
nurturing the human being weighs as heavy. And for the twenty-first century the challenge
for the teaching profession is how to educate our children to manage their lives with
emotional intelligence and thus freshen the moral fabric of societywith youthful vigour.
This then brings us to the issueof the type of teacherswe should have in the schools. I have
said that teaching is a nurturing professionand thereforethe demandsexactedof teachersare
greater than that of other professions. If you have an incompetent doctor or a nurse, one
patient or patients with the same ailment will die or suffer in some way. But if you have a
bad teacher, the effect on the student is life-long and by virtue of the nature of the job, the
teacher will have an influence on thousands of students. Imagine thousands of
psychologically “maimed” studentscrowding the streetsbecauseof just one teacher.
One of the most important outcomes in education is the moulding of personality and the
development of self-esteem,inclusive of students’attitude towards learning. Every learner
should have the opportunity to realize his or her potential to the fullest. Those who have
attained high self-esteem will develop a sense of self-respect and confidence to make
decisionsbasedon rational thinking. Such a learner will have strong senseof belonging and
responsibility. Teacherswho are capableof contributing towards learner successas such are
appreciative of learner efforts, responsiveto learner needs,and are empathetic. Through this
she will be able to foster a learning environment which encourageslearners to succeed.
Therefore teachersmust have first-hand experienceof this kind of nurturing climate in their
own training. This therefore has strong implications on the delivery of the teacher training
curriculum. Reflective person-centredand process-basedapproachesare generally more
humanistic in orientation.
With developments in cyberspace,distance education and any of the computer-assisted
learning approachesare becoming the vogue. If moral education requires teachers to be
exemplars of virtues then care must be taken in the developmentof teaching and learning
materials. Otherwise there is no human interface interaction. These materials will have to
be value-driven rather than product-driven. Value-driven materials will be more process
basedwith in-built formative evaluation. With this I would like now to addressthe concept
of values educationand what it meansin teachereducation.

Values Education in Teacher Education

The importance of values education in teachertraining cannot be underestimated. There is
no greater human resource development in any other vocation than in education. Rapid
development albeit brings along with it fame and prosperity it also brings along with it
materialism, superficiality and different perceptions towards moral values. The following
anecdotesillustrates the differencesin perceptionstowards the samevalue, affection.
The little girl from the country learned something about technology - or at least about city
living-when she told the city girl that cows will give more milk when treated with
affection, and the city girl cracked, “So will the milkman-and who wants to kiss a COW?"
(The Education digest, September 1989)

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2. A re-emphasis on specified core values of a nation is essential in the development of a

national spirit and identity. Without a tradition of beliefs and values, human beings will be
no different from other animals. It is our beliefs and values system that gives us self-worth
and self-esteem. At the Jomtien Conferencein 1990, it was emphasizedthat a
no less fundamental aim of educational development is the transmission and enrichment
of common cultural and moral values. It is in these values that the individual and the
societyfind their identity and worth.

3. The inclusion of values education as an integral part of the curriculum will require the
careful identification or selection of a broad band of national values, especially in
multicultural societies with due respect for cultural sensitivities. In Malaysia, a total of
sixteen moral values have been identified for the whole educationcurriculum. These values
are:
. Purity of body and mind
l Compassion
. Moderation
. Humility
. Respect
. Love
. Justice
. Freedom
. Honesty
. Diligence
. Gratitude
. Public spiritedness
. Courage
. Self-reliance
. Co-operation
. Rationality
4. “Values” according to Murray Thomas (1989) are opinions “not publicly verifiable but held
as a matter of personal conviction”. It is a generic term taken to include a whole gamut of
values viz. moral values, aestheticvalues, political values, cultural values, religious values,
economic values, technical values, humanistic values and others. All thesevalues constitute
the ethics which guide man’s moral and social behaviour. “Values education”is defined by
Gener R. Hawes and Lynne Salop Haws (I 982) as “the explicit teaching of values to help
develop criteria for determining what is practically, aesthetically,and morally worthy”. The
aims of values education therefore is to “create the ideal person, and an individual whose
character reflects the major values and methods of responding to ethic issues of their
particular social system”. In Malaysia values educationwhich we term as “Moral Education”
is aimed at enhancing the intellectual, spiritual and physical developmentof the individual in
a holistic way to enable him to contribute to the betterment of the Malaysian society as
enshrined in our National Philosophyof Education.
5. The teacher is the symbol of formal instruction or learning in any society. Therefore the role
model of the values system imparted must be transparent in the teacher’s own behaviour.
Otherwise it will give rise to incongruenciesbetweentheory and practice. This has serious
implications on the selection of teachers as so much of teaching is in the attitude and
personality of the teacher.

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 s “De-Moralizing ”Moral Education *

n Guidelines for the Design of a Values Education Curriculum

1 Clear Vision and Broad Goals

The curriculum should emphasizeco-operationand mutual respect;foster the developmentof the
capacity to think, feel and act morally; developa moral community basedon fairness, caring and
respectfor legitimate authority and democratic participation. An integrative moral vision towards
this end will foster characterdevelopment.

2 Variety of Approach
As I said earlier, we should not be “moralizing” about moral values as this may not be the best
approach to arrest students’interest as values are caught not taught. But a word of caution: Don’t
leave it to chanceeither.
The aim of moral instruction should be to educatefor moral maturity. A variety of approaches
should be used to ensurethat values are really caught either consciouslyor unconsciously.Young
people do not assimilate values by learning words (justice, fairness, etc.) and their definitions.
They learn attitudes, habits and ways of judging-in personal transactions with their family or
friends. They do not learn ethical principles; they emulate ethical (or unethical) people. That is
why young people need models of what man at his best can be. Each generation, presentedwith
victories that it did not win for itself, must itself rediscoverthe meaning of justice and freed om.
A generation that has fought for freedom may passthat freedom on to the next generation. But it
cannot passon the intensepersonalknowledgeof what it takes to win freedom.
Moral values can be taught per se or through a combination of character education, inculcation
and values clarification strategies. For more lasting and enduring effect profiling can also be
included with diary keeping as a requirement. This is especiallyimportant for teacher education
if teacher education is meant for the professional and personal growth of teachers. Student
teachers must be accountableand be aware of their own personal developmentso that they can
empathize with the developmentof characterin their own learners.

3. Methodology for Whole School and Community Involvement

Values education should not be seen as the total responsibility of teachers. The curriculum in
teacher education should provide the methodologyfor enlisting the involvement of parents and
other related bodies. A living curriculum should evolve from school practices and the
involvement of the community. I shall illustrate what I meanby a “living” curriculum:

n “A Living Curriculum”
Morality pervadesthe atmosphereand systemin which we breathe and live. It is in the way the
school buildings are built to cater to the different sizes of children, the handicapped,the way
teacherstreat their fellow colleaguesand children, the smile rather than the books they carry in
their arms, the way the headmastergreets the teachers,the children and the gardener and the
ways rules and regulations are formulated to promote or to stifle living. Do children and staff
look forward to each day of school or do they seeschool as dreadful or fearful? This is the hidden
curriculum, an essentialconsiderationin the formulation of an overt public curriculum. A Living

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Curriculum where each of these questionsI asked are demonstratedin practice then truly moral
education can be effectively learnt.

n Concluding Remarks
I may have soundedvery philosophical but valueseducationis philosophy in practice. We cannot
exhort our children to follow our foot-stepsif we ourselvesare not sure if we are right. Teachers
themselves must have that emotional maturity or intelligence to manage their own lives and
develop an understandingof their own values systembefore they can becomevalues development
facilitators in the classroom. Bridges of understandingmust first be establishedbetweenwhat we
practise and what we believe. For this reason,the teacherplays a pivotal role in the transference
of universal values. Therefore the design of this curriculum will not be just a consideration of
what values goes into it but also how the curriculum is to be delivered to all for its re-expression
and thence promote the personal and professional growth of our teachers This is becausethe
moral order is not something enshrined in historical documents,or stowed away like the family
heirlooms. It is a living, changing thing, and never any better than the generationthat holds it in
trust. A society is continuously recreated,for good or ill, by its members. This will strike some
as burdensome,but it will summon others to greatness.And this is of the utmost import in the
teaching profession.

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 OPENING ADDRESS

Presented to APNIEVE Experts’ Meeting,

Bandung, Indonesia, April 27-30, 1997

bY
Dr. Valai na Pombejr
UNESCO Representative

It gives me greatpleasureto conveyto all of you the greetingsfrom Dr Victor Ordonez,Director,

UNESCO Principal RegionalOfice for Asia and the Pacific and his good wishes for the success
of the Experts’Meeting to Finalize the Sourcebookon “Learning to Live Together in Peaceand
Harmony”. I wish first of all to thank IKIP Bandung without whose generousfinancial and
technical contributions,it would not havebeenpossibleto hold this meetinghere. My thanks and
my congratulationsgo to its Rector, Dr MohammadFakry Ghaffar and his team for their helphI
co-operationand very hard work during the preparationand organizationof the meeting.I would
also like to thank Dr LourdesQuisumbing,the APNIEVE President,for her invaluable advice
and encouragement.I am most appreciativeof the commitment and contributionsof each of the
Steering Committee Members and I am grateful to the experts who in spite of their heavy
workload. have submittedtheir contributionson time.

Ladiesand Gentlemen,
All of us gathering here are well aware that a major concern facing our Asia and the Pacific
region is the fact that it is a region of contrast: it has someof the largestand someof the smallest
countries on earth in terms of population size and land area; and some of the richest and the
poorest countries. The Asia-Pacific situation is characterizedby its immense size and large
population and great diversity. As a whole, it is a dynamic region with a fast rate of economic
growth and will be an economicgiant in the 2 1st Century.However,upon close examination,two
threats to peace,securityand developmentare prevalent:
. widening disparity of wealth, opportunity and empowermentboth between and within
countries in the region
. alarming degradationof quality of individual lives, values, communitiesand environment.
Fundamentalto Asia and the Pacific region is the matter of how countries can modemize and
developwhile at the sametime maintain their cherishedvalues and cultural identity. There is a
growing concern about the deteriorationof traditional humanvalues and moral principles when
they have to competewith more immediateeconomicconsiderations.
Facing the threats to peaceand the deteriorationof human values causedby the fast rate of
modernizationand urbanizationresulting in economicand technologicaladvancementfaster than
social and cultural development,it is imperative that more equitable, sustainableand well
balanceddevelopmentbe enhancedin all spheres. There is also a needfor seekinga balanceto
integratemodern/contemporary valueswith cherishedtraditional humanvalues.

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The Sixth Conference of Ministers of Education in Asia and the Pacific which met in Kuala
Lumpur in 1993 was conscious of this fact and adopted a declaration on education which
underlined the importance of values, ethics and culture in education and expressedthe profound
conviction that the only path to the restoration of a balance in its value system in a world
increasingly shapedby materialism was to assign a significant place for values education in the
school curriculum.
The Report to UNESCO of the International Commission on Education for the Twenty-first
century chaired by JacquesDelors begins with the following statement:“In confronting the many
challenges that the future holds in store, humankind seesin education an indispensableasset in
its attempt to attain the ideals of peace,freedom and social justice...” The Commission believes
that education is one of the principal means available to foster a deeper and more harmonious
form of human developmentand thereby to reducepoverty, exclusion, ignorance, oppressionand
war. Apart from its utilitarian purposes.especially in the developmentof human skills and the
advancement of science, the Delors Commission is convinced that “education is the most
powerful instrument for transforming our world and our image of each other, for liberating and
harnessing those human energies that can assist in reatizing our collective aspirations”. This
reconfirms the statementmadeby FedericoMayor. Director-Generalof UNESCO: “Wars will not
cease, either on the ground or in people’s minds, unless each and every one of us resolutely
embarks on the struggle against intolerance and violence by attacking the evil at its roots.
Education offers us the meansto do this. It also holds the key to development,to receptivenessto
others, to population control and to the preservationof the environment. Education is what will
enable us to move from a culture of war, which we unhappily know only too well, to a culture of
peace,whosebenefits we are only just beginning to sense”.
The APNIEVE founding members and the APNIEVE experts who are actively promoting
international/values education believe that this regional network is an instrument of peace,
respect for human rights. democracyand developmentwhich is human, holistic and sustainable.
They are convinced that through their efforts, APNIEVE can help young people to learn to live
together in peaceand harmony. This is why they decidedto producetheir first sourcebookon this
particular field for teachereducationand the tertiary level education.
UNESCO Secretariat is most appreciative to the APNIEVE’s initiative and endeavour in
promoting international and values education. It considersthe APNIEVE as one of UNESCO’s
responsemechanismsto the concern of the 2 1st Century and the longing for peace,solidarity and
harmony in Asia and the Pacific. APNIEVE is also a mechanism of co-operation for sharing
information and expertise, exchanging new skills, knowledge and attitudes. It is a network of
personsand institutions gathering around common ideals and interests not only for their mutual
benefit but also for providing senices to the region and the world at large.
Let us hope that our sustainedefforts wilt result in another concretecontribution to the promotion
of peaceand harmony in the world.

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 DIRECTORY OF PARTICIPANTS OF APNIEVE MEETINGS

List of Participants of APNIEVE Experts Group Meeting

Malacca, Malaysia, l-5 July 1996

APNIEVE Steering Committee Members

Dr. LourdesR. Quisumbing(Philippines)
President
Prof. Akihiro Chiba (Japan)
Vice Presidentfor Programme
Datuk Matnor Daim (Malaysia)
Vice Presidentfor Promotion
Mr. Dennis Bolster (Australia)
Vice Presidentfor Networking
Dr. Paik Sun Bok (Republicof Korea)
Vice Presidentfor Finance
Prof. Dr. W.P. Napitupulu(Indonesia)
Auditor
Dr. Valai na Pombejr(UNESCO)
Secretary

Experts
Mr. WayneMuller
Lecturerand Deputy Director of Studies(Primary)
Faculty of Education,Grifftth University
Nathan,Brisbane,Queensland
Australia 4 111
Prof. Hu Wei
Director
Non-GovernmentEducationResearchCentre
Shanghai,EducationalScienceResearchAcademy
No. 25 1, Bao ShanRoad
Shanghai
China

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 * Learning to Live Togetherin Peaceand Harmony *

Prof. Dr. H. Mohammad Fakry Ghaffar

Rector Institute of TeacherTraining and Education (IKIP Bandung)
Jln. Dr Setiabudhi
No. 229 Bandung, 40 154
Indonesia
Dr. Cho Nan Sim
Director, Moral Education Text Book Division
Korean Educational DevelopmentInstitute (KEDI)
92-6, Umyeon-dong,Seocho-gu
Seoul, 137-79 1
Republic of Korea
Prof. Dr. Twila Punsalan
Head, Department of Psychology
Guidanceand Values Education, GraduateSchool
Philippines Normal University, Manila
Philippines
Mr. EarnestTan
Values Education Department, GraduateSchool
Miriam College, QuezonCity
Philippines
Dr. Vichai Tunsiri
Secretary-General
Office of the National Education Commission
Offtce of the Prime Minister
Bangkok
Thailand
Prof. Akihiro Chiba
Professorof Education
International Christian University
10-2, Osawa,3-Chome,Mitaka-shi
181 Tokyo
Japan
Mr. GourisankarHati
Readerin Education
Regional Institute of Education
Bhubaneswar,Orissa PIN-75 1007
India
Prof. Dr. Nik Aziz Nik Pa
Head of Mathematics Department
Education Faculty, University of Malaya
50603 Kuala Lumpur
Malaysia

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I i---__
 NJDirectory OfParticipants, Malacca, 1996 *

Mr. Hj. Sa’ari Hasan

Director, TeacherTraining Division
Ministry of Education
Malaysia
Dr. Hanali Mohamad Kamal
Director, Curriculum DevelopmentCentre
Ministry of Education
Malaysia
Mr. Hj. Rafie Mahat
Deputy Director, InserviceTraining Sector
TeacherTraining Division
Ministry of Education
Malaysia
Mr. Ibrahim Baba
Assistant Director
State Education Department
Malacca, Malaysia

Observers
Ms. Yuki Misawa
AssociateExpert in International and Values Education
UNESCO/PROAP
Bangkok, Thailand
Dr. Yi Sunghoon
Dean of Planning and Research
College of Social Sciences,Daebul University
Republic of Korea
Miss Lu Hui-Wei
Interpreter from China
Mr. Koo Kee Peng
Lecturer, LanguageInstitute
TeachersTraining Division
Ministry of Education
Malaysia
Cik Hajjah Maznah Jamaluddin
Principal, Kinta TeacherTraining College
lpoh, Per&, Malaysia
Mr. R. Loganathan
Assistant Director for Curriculum
Humanities Sector,Curriculum DevelopmentCentre
Ministry of Education
Malaysia

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Mr. Hj. Husin Osman

Curriculum Officer
Curriculum DevelopmentCentre
Ministry of Education
Malaysia
Dr. Salleh Hassan
Principal Assistant Director
Pre-ServiceCurriculum Unit
TeacherTraining Division
Ministry of Education
Malaysia
Mdm. Hjh. Hamidah Baba
Principal, Malacca Women Teachers’College
Malacca
Malaysia
Mr. EncharangAgas
Principal, Batu Lintang TeachersTraining College
Kuching. Sarawak
Malaysia
Mr. Kamal D.E. Quadra
Principal
Gaya Teachers’Training College
Sabah
Malaysia
Mdm. Choong Kam Fong
Deputy Director, Pre-ServiceCurriculum Unit
TeacherTraining Division
Ministry of Education
Malaysia
Mr, Hj. lsmail Othman
Principal Assistant Director
State Educational ResourceCentre
PahangDarul Makmur
Malaysia
Mr. Abdul Hamid bin Salleh
lnstitut Aminuddin Baki
National Institute of EducationalManagement
Ministry of Educatio
Malaysia
Dr. Rohani Abdul Hamid
Principal AssistantDirector
SchoolsDivision, Ministry of Education
Malaysia
 List of Participants of APNIEVE Experts’ Meeting
Bandung, Indonesia, 27-30 April 1997

APNIEVE Steering Committee

Dr. LourdesR. Quisumbing(Philippines)
President,Secretary-General
UNESCO National Commissionof the Philippines
Prof. Akihiro Chiba (Japan)
Vice Presidentfor Programme
Professorof Education,InternationalChristian University
Datuk Matnor Daim (Malaysia)
Vice Presidentfor Promotion
Director-Generalof Education
Mr. Dennis Bolster (Australia)
Vice Presidentfor Networking
Deputy GeneralManager
SchoolProgramsDivision, Victoria
Dr. Chung Doo Yong (Republicof Korea)
Vice Presidentfor Finance
Director, Departmentof Educationand Sciences
Korean National Commissionfor UNESCO
Prof. Dr W.P. Napitupulu (Indonesia)
Auditor
Executive Chairman
UNESCONational Commissionof the Republicof Indonesia
Dr. Valai na Pombejr(UNESCO)
APNIEVE Secretary,UNESCOPROAP

Experts
Mr. WayneMuller (Australia)
Faculty of Education,Mt Gravatt Campus
Grifftth University
Mr. Gouri SankarHati (India)
Readerin Education,RegionalInstitute of Education
Prof. Dr H. MohammadFakry Gaffar (Indonesia)
Rector of IKIP Bandung
Dr. Cho Nan Sim (Republicof Korea)
Director, Moral EducationText Book Division
Korean EducationalDevelopmentInstitute

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 * Learning to Live Togetherin Peaceand Harmony *

Prof. Dr Nik Aziz Nik Pa (Malaysia)

Head of Mathematics Department,Education Faculty
University of Malaysia
Mr. EarnestTan (Philippines)
Values Education Department
GraduateSchool,Miriam College
Prof. Dr. Twila G. Punsalan(Philippines)
Head, Department of Psychology
Guidanceand Values Education GraduateSchool
Philippine Normal University

Observers
Mr. Park Byung-Ok
Assistant ProgrammeSpecialist
UNESCO PROAP
Ms. Yuki Misawa
AssociateExpert in International and Values Education
UNESCO PROAP
Dr. Salleh Hassan
Principal AssistantDirector Curriculum Unit
TeacherEducation Division, Ministry of Education
Malaysia
Mr. R. Loganathan
Head.of Moral Unit, Curriculum DevelopmentCentre
Ministry of Education, Malaysia
Mdm. Hazian bt. Mahmud
Assistant Secretary,International Relation Division
Ministry of Education, Malaysia
Mr. Patrick Pillay
Minister of Education and Culture of Seychelles
Dr. Gilles Nageon de Lestang
Director
National Task Force againstDrug and Alcohol Abuse Seychelles
Prof. Wilma S. Reyes
Head of Value Education (UndergraduateLevel)
Philippine Normal University
Prof. Dr. Anah SuhaenahSuparno
Former Rector of IKIP Jakarta,Indonesia
Prof. Dr. Cholik Mutohir, M.A.
Rector of IKIP Surabaya,Indonesia
Dr. Siti Malikhah Towaf, M.A.
Lecturer of IKIP Malang, Indonesia

180
 * List o$Participants, Bandung, 1997 *

Dr. 2. Mawardi Efendi

Lecturer of IKIP Padang.Indonesia
Dr. H. Thamrin Gunardi, M.A.
Chief of West Java RegionalOffice of Education and Culture
Indonesia
Prof. Dr H. Said Hamid Hasan.M.A.
Vice Rector for Academic Affairs of IKIP Bandung
Indonesia
Prof. Dr. H. SunaryoKartadinata, M.Pd.
Vice Rector for Administration Affairs of 1KlP Bandung
Indonesia
Dr. H.I. Shofjan Taftazani
Vice Rector for Student Affairs of IKIP Bandung
Indonesia
Dr. H. Fuad Abdul Hamied, M.A.
Vice Rector for Communicationand Culture of IKIP Bandung
Indonesia
Dr. Hj. Emmy Fakty Gaffar, M.Pd.
Lecturer of IKIP Bandung, Indonesia
Prof. Dr. H. RochmanNatawijaya
Professorof IKlP Bandung. Indonesia
Prof. Dr. Helius Sjamsuddin,M.A.
Professorof IKIP Bandung, Indonesia
Prof. Dr. H. Abdul Azis Wahab, M.A.
Director of Post GraduateProgrammeof IKIP Bandung
Indonesia
Dr. R. lbrahim, M.A.
Lecturer of IKIP Bandung, Indonesia
Dr. H. Aas Syaeftidin,M.A
Dean of FIP IKIP Bandung, Indonesia
Dr. H. Lili M. Sadeli. M.Pd.
Dean of FPIPS IKIP Bandung, Indonesia
Dr. H. Alam Sutawijaya
Dean of FPBS IKlP Bandung, Indonesia
Dr. Utari Sumarmo
Dean of FPMIPA IKIP Bandung. Indonesia
Dr. H. As’ari Djohar. M.Pd.
Dean of FFTK IKIP Bandung. lndonesia

Dr Rusli Lutan
Dean of FPOK IKIP Bandung. Indonesia

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 * Learning to Live Togetherin Peaceand Harmony *

Prof. Dr. H. Djudju Sudjana,M.Ed.

Head of Community Serviceof IKIP Bandung, Indonesia
Prof. Dr. H. SutaryatTrisnamansyah
Head of Researchof IKIP Bandung, Indonesia
Prof. Dr. H. Achmad Sanusi,SH.,MPA
Professorof IKIP Bandung, Indonesia
Prof. H. M. Abdul Kodir, M.Sc.
Professorof IKIP Bandung, Indonesia
Prof. Dr. A. Kosasih Djahiri
Professorof IKIP Bandung, Indonesia
Dr. H. lb. Abin SyamsuddinM.. M.A.
Lecturer of IKIP Bandung, Indonesia
Dr. Rochiati Wiriaatmadja, M.A.
Lecturer of IKIP Bandung, Indonesia
Dr. H. lshak Abdulhak. M.Pd.
Assistant Director I, Post GraduateProgramme,IKIP Bandung
Indonesia
Dr. H. Djam’an Satori, M.A.
Vice Dean for Academic Affair FIP IKIP Bandung, Indonesia
Dr. ldrus Affandi, SH., M.Pd.
Vice Dean for Academic Alfair FPIPS IKIP Bandung, Indonesia
Dr. Adeng ChaedarAlwasilah, M.A.
Vice Dean for Academic Afhair FPBS IKIP Bandung, Indonesia
Dr. Harry Firman, M.Pd.
Vice Dean for Academic Affair FPMIPA IKIP Bandung, Indonesia
lr. Dr. Susanto
Vice Dean for Academic Affair FPTK IKIP Bandung, Indonesia
Dr. J.S. Husdarta
Vice Dean for Academic Affair FPOK IKIP Bandung, Indonesia
Dr. H. llyas Purakusumah
Lecturer of IKIP Bandung, Indonesia
Dr. H. Zulkabir
Lecturer of IKIP Bandung, Indonesia