DE LA SALLE LIPA

College of Education, Arts and Sciences

OFFICE OF THE NATIONAL SERVICE TRAINING PROGRAM

School Year 2019-2020

MODULE # 7:
NATIONAL SECURITY CONCERNS
AND PEACE EDUCATION
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National Security Concerns and Peace Education

I. OBJECTIVES:

At the end of this module, the students are expected to:

1. define the concepts of national security and peace in relation to the promotion of national
development;
2. identify the significance of peace education in the attainment of the thrusts of national
security and development;
3. relate the concept of war and peace to selected scenarios and issues in the local, national
and global levels; and
4. apply the concept of peace in the resolution of conflicts.

II. ALLOTTED TIME: Lecture and discussion : 1 ½ hours

Group Dynamics : 30 minutes

III. PRE-DISCUSSION ACTIVITY:

Students will form groups and will take part in a game of charades. They will be given
situations to portray which are related to the topic. Teachers will serve as judge for the
best portrayal. The first group to reach three points will win.

IV. CONTENTS

Part 1. Concepts of National Security

A. Introduction
B. National Security in the Philippines
C. Internal Security Priorities of the Duterte Administration
D. External Security Priorities of the Duterte Administration

Part 2. Understanding Values of Peace

A. Introduction
B. Definitions of Peace
C. Levels of Peace
D. Challenging the War System through Peace Education

Part 3. Resolving Conflicts Peacefully (included with permission from the Center for Peace Education, Miriam College)
A. The Nature of Conflict
B. The Nature of Anger
C. Nonviolent Conflict Resolution

PART 1. CONCEPTS OF NATIONAL SECURITY

A. INTRODUCTION

We are entering a new era of human security where the concept of security will
change, and change dramatically. Security will be interpreted as:
1. security of people, not just of territory;
2. security of individuals, not just of nations; and
3. security through development, not through arms.

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Security is a national concern that every Filipino must consider to ensure peaceful
existence of the state. It shall be the State’s primordial concern as well to secure its
constituents. It is a condition or state of being where the Filipino peoples’ values, way of life,
institutions, welfare and well-being, sovereignty and strategic locations are protected and
enhanced.

B. NATIONAL SECURITY IN THE PHILIPPINES

Commonwealth Act No. 1, also known as the National Defense Act, is the original policy
basis of the national security program of the Republic of the Philippines.

The 1987 Constitution mandates civilian control of the military and establishes the
President as commander-in-chief of the Armed Forces. The President also heads the
National Security Council, the policy-making and advisory body for matters connected with
national defense. The council itself is composed of the President and at least nine others:
• Vice President
• AFP chief of staff
• National Security Council director
• Executive Secretary
• Secretary of Foreign Affairs
• Secretary of National Defense
• Secretary of Interior and Local Government
• Secretary of Justice
• Secretary of Labor and Employment

Responsibility for national security was vested in the Department of National Defense.
The principal functions of the department in 1991 were to defend the State against internal and
external threats and, through the Philippine National Police, to maintain law and order. The
Secretary of National Defense, by law a civilian, was charged with advising the President on
defense matters and developing defense policy.

With the current Duterte administration, internal security and stability of the country is a
priority. This includes opposing terrorism, putting an end to longstanding armed insurgencies
and substantially decreasing violent crimes in the country, while keeping in mind that the way to
do these is by forging partnerships overseas.

There are seven fundamental elements that lie at the core of, and therefore further amplify
our definition of national security. At the same time, they constitute the most important challenges
we face as a nation and people.

1. Socio-Political Stability - the government and the people must engage in nation-building
under the rule of law, Constitutional democracy and the full respect for human rights.
2. Territorial Integrity - we must ensure the permanent inviolability of our national territory and its
effective control by the Government and the State. This includes the preservation of our country’s
Exclusive Economic Zone (EEZ) and its protection from illegal incursions and resource exploitation.
3. Economic Solidarity and Strength - we must vigorously pursue a free-market economy
through responsible entrepreneurship based on social conscience, respect for the dignity of labor
and concern for the public interest.
4. Ecological Balance - national survival rests upon the effective conservation of our natural
environment in the face of industrial and agricultural expansion and population growth.
5. Cultural Cohesiveness - our lives as a people must be ruled by a common set of values and
beliefs grounded on high moral and ethical standards, drawn from our heritage and embodying a

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Filipino standard, drawn from our heritage and embodying a Filipino identity transcending religious,
ethnic and linguistic differences.
6. Moral-Spiritual Consensus - we must be propelled by a national vision inspired, and
manifested in our words and deeds, by patriotism, national pride and the advancement of national
goals and objectives.
7. External Peace - we must pursue constructive and cordial relations with all nations and
peoples, even as our nation itself must chart an independent course, free from external control,
interference or threat of aggression.

C. INTERNAL SECURITY PRIORITIES OF THE DUTERTE ADMINISTRATION

Since Rodrigo Roa Duterte assumed office in on the 30th of June, 2016, he has exercised
his authority to address a number of domestic security concerns in his effort to achieve security
and peace in the country. These priorities are discussed below and on the next pages in
decreasing degrees of importance.

1. Defeating Islamist terrorism in Mindanao

♦ Islamist-inspired terrorism and violent extremism have been an endemic feature of

Mindanao and its surrounding islands since at least 1984, when the Moro Islamic
Liberation Front (MILF)—a breakaway faction of the more secularly oriented Moro
National Liberation Front (MNLF) — launched a campaign for an independent Muslim
state in the southern Philippines.
♦ 2014 - an agreement was signed to decentralize the power of the national government
and form an autonomous region known as the Bangsamoro Judicial Entity (BJE)
♦ Bangsamoro Basic Law (BBL) – the legal instrument to realize the BJE; was never
ratified by the Philippine Congress because of issues in constitutional validity, but has
made the MILF committed to ceasefire and the maintenance of a non-violent resolution
of the conflict in Mindanao
♦ Abu Sayyaf Group (ASG) – main source of terrorist threat in the Philippines; a self-
proclaimed jihadist entity founded in 1991 by Abdurajak Janjalani
♦ Duterte has flooded the south with thousands of troops, requested the deployment of
an additional 20,000 soldiers to safeguard areas where there are continuing threats and
declared an extended state of martial law across Mindanao to ensure the total
eradication of militancy in the province.
♦ Duterte has accompanied his hardline counterterrorism stance with drives of a less
forceful nature. One central plan in this endeavour has been to push the peace process in
Mindanao, which, if successful, would significantly isolate the ASG and provide the
government with an additional partner, namely the MILF, to pressure the group.
♦ Full federal system – viewed by Duterte as the way to finally settle the Mindanao
conflict as it better represents the needs and aspirations of the Moro muslim population

2. Ending the CPP-NPA insurgency

♦ New People’s Army - the armed wing of the Communist Party of the Philippines (CPP)
in 1968; aims to replace the current Filipino political and economic order with a socialist
system through a strategy of protracted people’s war; the CPP-NPA is said to be made
up of 20,000 members in guerilla fronts all throughout the country
♦ Duterte sought to capitalise on the CPP-NPA’s disarray starting from the efforts of the
Aquino administration, his self-defined socialist persona and the ties he made with the
left when he was Mayor of Davao City to bring an end to one of the world’s longest
running insurgencies
♦ He quickly announced a unilateral AFP ceasefire (which was reciprocated by the

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communists), promised to release political prisoners and confirmed that he was open to
granting a general amnesty for CPP-NPA cadres, including their senior leaders.
♦ Despite the good start, little progress is made between the government and the CPP-
NPA; trust between the two sides has evaporated by the day
♦ Proclamation no. 360 – signed by Duterte in November 2017 which formally
terminated all talks with the CPP-NPA; viewed as an ominous development, possibly
presaging the wholesale abandonment of the peace process

3. Countering armed maritime crime (AMC) and piracy in the tri-border area
(TBA) of the Sulu and Celebes Seas

♦ TBA – between the Philippines, Indonesia and Malaysia in the Sulu and Celebes
seas, spanning a maritime space of approximately 1 million square kilometers –
amounting to 100,000 ship transits a year, transporting over 55 million tonnes of cargo
worth more than US$40 billion and 18 million passengers
♦ Although the TBA is an important trade and navigation corridor, it has long acted as a
hub for transnational crime and conflict due to corruption, poor governance, poverty,
porous and contested maritime borders, weak coastal surveillance and an absence of
adequate patrol platforms. Gun running, human and drug trafficking, piracy, AMC and
seaborne terrorism have all affected the region, as have lingering interstate disputes
such as those over Sabah (between Malaysia and the Philippines) and the Ambalat
Block (between Indonesia and Malaysia).
♦ Duterte also moved to actively collaborate with Indonesia and Malaysia in instituting a
trilateral regime of maritime domain awareness in the TBA based on three main pillars
of action: coordinated marine policing, qualified rights of hot pursuit; and establishment
of national focal points with common hotlines
♦ This combined unilateral and collective approach to securing the TBA has worked well,
resulting in a significant drop in attack levels. As of January 2018, only seven actual or
attempted incidents of AMC and piracy had been recorded in the Sulu and Celebes Seas
during the preceding 12 months.

4. The drug war

♦ One of Duterte’s main pledges on the election trail was to initiate an unprecedented
and aggressive response to the Philippines’ growing drug crisis. Not only did he
promise that 100,000 dealers, addicts and traffickers would be eliminated during his
crackdown, he also offered bonuses to the police for every criminal body they delivered
and vowed to shield from prosecution any individual who was willing to prevent the
country from degenerating into a narco-state.
♦ By the end of 2017, 4,000 had died at the hands of law enforcement, and another
8,000 had been murdered by unknown assailants who human rights organisations claim
are vigilantes who have been emboldened by Duterte’s ‘call to arms.’
♦ Duterte and senior officials in his administration have publicly reviled and humiliated
(and in one case jailed) civil society activists, lawyers and members of the Roman
Catholic Church who have denounced the rising toll, disparaging them as unpatriotic
‘obstructers of justice’.
♦ The global community has reacted with alarm at these figures and the apparent
impunity with which the drug war is being conducted in the Philippines.
♦ Most of the fatalities to date have involved small-time users and dealers, while the real
masterminds behind the illicit trade remain at large. At the same time, the street price of
shabu has fallen while purity levels have remained largely consistent, suggesting that
there has been no reduction in supply.

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D. EXTERNAL SECURITY PRIORITIES OF THE DUTERTE ADMINISTRATION
Duterte’s foreign policy includes configuring the external relations of the Philippines to
maximize the time and space he has to pursue his domestic security priorities. He has two
parallel courses of action: to resolve outstanding disputes with Beijing in the South China Sea
and to manage the country’s bilateral partnerships to maximize potential sources of aid and
assistance.

1. Working with China to resolve territorial disputes in the South China Sea
(SCS)

♦ One of the PRC’s core objectives in Southeast Asia is to gain assured access to what
are thought to be abundant oil and gas deposits in the SCS—a region of 3.5 million
square kilometres that stretches from the Taiwan Strait to Singapore and contains more
than 250 small islands, atolls, cays, shoals and reefs.
♦ The PRC has taken several steps to give concrete expression to its self-defined
territorial holdings in the SCS, most recently fortifying artificial reefs that have been
constructed out of reclaimed land in the Paracel and Spratly Island chains with ports,
runways, aircraft hangars and anti-missile systems.
♦ January 2013 - the Philippines initiated arbitration proceedings at The Hague,
contesting Chinese claims over all features in the SCS that fall within its Exclusive
Economic Zone (EEZ); the Permanent Court of Arbitration backed Manila’s position;
Beijing dismissed the court’s adjudication as ‘illegal and invalid.’
♦ Duterte has since gone on to explicitly support a return to direct, one-on-one
negotiations and consensus with the PRC as the most appropriate way of handling
maritime issues in areas where the two sides’ sovereign claims overlap.
♦ Chinese President Xi Jinping has warmly welcomed these overtures, ‘rewarding’ the
Philippines with economic aid, investment packages and lucrative trade deals.
♦ Thus far, two rounds of China– Philippines talks have taken place. Held through a so-
called ‘bilateral consultative mechanism’ in May 2017 and February 2018, neither
iteration has proven successful in achieving anything of real substance.
♦ More seriously, Chinese militarisation in the Spratlys and Paracels continues
unabated, which the US, Australia and Japan have all repeatedly stressed not only
threatens the rules-based regional order but also could compromise freedom of
navigation in the region.

2. The pursuit of an independent foreign policy

♦ three core elements reflecting a recognition of changing power dynamics in the Asia-
Pacific: lessening Manila’s dependence on the US, improving relations with the
People’s Republic of China (PRC), establishing ties with non-traditional partners such
as Russia
♦ Initially, Duterte’s pursuit of an independent foreign policy appeared to be a reckless
rush to the PRC (Xi Jinping) and Russia (Vladimir Putin) at the expense of the Manila’s
historical alliance with the US.
♦ Much of Duterte’s earlier vitriolic rhetoric seems to have been just that—rhetoric—and
Manila’s ties to the US remain deep, broad and enduring.
♦ Nearly two years into the Duterte presidency, there’s considerable continuity in
American–Filipino relations. The 1951 Mutual Defense Treaty, the 1998 Visiting Forces
Agreement, the 2011 Manila Declaration and the 2014 Enhanced Defense Cooperation
Agreement—the foundations of the bilateral defence alliance—are all intact.
♦ In many ways, rather than adopting an independent foreign policy, Manila appears to
be moving more towards an ‘interdependent’ stance in its external relations, maintaining
traditional partnerships (the US) while seeking to diversify ties with new powers.
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PART 2. UNDERSTANDING VALUES OF PEACE

A. INTRODUCTION

“Since wars begin in the minds of men (and women), it is in the minds of men (and women)
that the defenses of peace shall be constructed”

Humankind needs to take lessons from its past in order to build a new and better tomorrow.
One lesson learned is that, to prevent our violence-ridden history repeating itself, the values of
peace, non-violence, tolerance, human rights and democracy will have to be inculcated in every
woman and man- young and old, children and adult alike.

The most significant way of promoting a culture of peace is through peace education.
Peace education needs to be accepted in all parts of the world, in all societies and countries as an
essential element in creating culture of peace. To meet effectively the challenges posed by the
present complexity of our time, the young of today deserves a radically different education- “one
that does not glorify war but educates for peace nonviolence and international cooperation.” They
need the skills and knowledge to create and nurture peace for their individual selves as well as for
the world they belong to.

B. PEACE DEFINED

The concept of peace varies according to the people who give meaning to it, based on the
work they do and the cultural context they come from. Some of these concepts are;

1. “Peace is not just the absence of war. It is the wholeness of life where every person can live
with dignity .” (Mindanao Church Peace Congress, 1996)
2. “The new name of peace is development.” ( Pope Paul VI, Populorum Progressio)

Peace is not just the absence of war or violence. It is more than just the absence of war
because its absence does not always mean peace. Peace, as positively defined, means the
presence of harmony, understanding, tranquility, social justice, respect, and tolerance- meaning
the enhancement of life. In other words, it is the general well-being of the individual.

Toward a Holistic Concept of Peace and Violence

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Johan Galtung explains that peace is the absence of violence, not only personal or direct but
also structural or indirect. The manifestations of structural violence are the highly uneven
distribution of wealth and resources as well as the uneven distribution of power to decide over the
distribution of the said resources. Hence, he says that peace is both the absence of personal /
direct violence and the presence of social justice.

C. LEVELS OF PEACE

Peace should be viewed at different levels:

1. Personal Peace refers to the development of inner harmony or integration characterized by

such qualities as self-respect, self-confidence, ability to cope with negative feelings (fear,
anger, insecurity, and shame), and developing positive attitudes such as cheerfulness and
optimism.

2. Interpersonal Peace is manifested by the relationship of an individual with one another.

The interpersonal level peace can be shown in terms of:

a. Assertiveness. The capacity of an individual to express one’s views or exercises

one’s rights without being aggressive (injuring or violating the rights of others) or
submissive (denying one’s own views or rights).
b. Respect. To recognize the worth of others regardless of differences in social
position, culture, origin, ethnic grouping or gender.
c. Concern for others. An awareness and understanding of their needs, feelings, and
condition and extending appropriate consideration for such.
d. Cooperation. The capacity and willingness to work with others to achieve a
common goal.
e. Open-Mindedness. The willingness to approach difficult sources of information,
people, and events with a critical but open mind.
f. Humility. The virtue to accept and recognize that others may have the ability similar
or maybe more than you have and that recognition enables you to accept your own
limitations.

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3. Intergroup / Social Peace is a addressing issues that affect society and it’s social,
political, and economic components. For example, addressing the issue of social injustice such
as land grabbing, forest degradation, water pollution, and others that have a societal impact.

a. Social Responsibility. An awareness of one’s responsibility for the common

welfare and the willingness as well as the readiness to work for it.
b. Interdependence. An awareness of the impact of the decisions and actions of
individuals and groups on one another.
c. Social justice. Requires an awareness and recognition of the civil, political,
economic, social, and cultural rights, especially of the more marginalized sectors of
society and the willingness to promote and defend them.

4. Global Peace is similar to the social and national level peace is concerned with attaining
related issues that have global impact or racial discrimination, terrorism, militarization,
environmental degradation, xenophobia, and others.

a. Respect for the environment. The value of recognizing the importance of the
resources in the environment as indicated by the act of preserving and conserving
them. Also, the efforts initiated to protect the resources of the environment.
b. Unity in the oneness of Humankind. The value of recognizing the importance of
being one with other humans as the semblance of God’s power and love. It is
recognition that everyone is as important as the other.
c. Religious Appreciation. The ability to respect and appreciate the presence of
people with the religious beliefs other than his own. This recognition brings us into
realization that we have different ways of expressing our faith but we have common
aspiration to be pleasing to the Creator.
d. Cultural Appreciation. A recognition of the presence of different cultures and such
differences give us the opportunity to learn from one another.

5. Peace between Humans and the Earth and Beyond refers to a higher level of peace
that is characterized by the harmony of man with nature and to a Supreme Being.

D. CHALLENGING THE WAR SYSTEM THROUGH PEACE EDUCATION

The word “war” is from the Frankish-German word “werra,” which means confusion,
discord, or strife.

Possible Causes of war

A lack of tolerance for differences is an emerging source of conflicts. Differences may be in

nationality, clan membership, ethnicity or religious affiliation. Oftentimes, though, differences only
aggravate an ongoing conflict which is normally caused by other factors such as land disputes and
political or economic repression.
Ideological or power struggles are sources of war in various countries. An ideology is a set
of beliefs which serves as guide on how power should be allocated or how a society should
function.
Conflicts can also be caused by competition for resources, extreme abuse of human rights,
desire of leaders to stay in power, narrow or extreme nationalism, and sympathy for kin across
borders.

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The Effects of War

The most horrible effect of war is death. WHO (2002) reports that one person die every 100
seconds each day as a result of armed violence. The Penguin Atlas of War and Peace (2003)
indicates that approximately 75% of those killed in wars today are civilians or non-combatants.
Other sources estimate civilian deaths to even be higher, as many as 90% casualties.
Wars also result in the commitment of atrocities which are acts that go beyond what is
tolerable because of the commonly held notion that in war, anything goes. Massacres, tortures,
disappearances, sexual violence including rape, executions, assassinations, bombing, burning and
kidnapping, are examples of atrocious acts.
Wars cause people to flee their homes. It also causes weapons to proliferate. The total
number of identified nuclear weapons in the world is 26,000, of which 12,000 are actively deployed
with nine known countries in possession.

Peace Education and the War System

The UNESCO Preamble states that “if wars begin in the minds of men, then it is in the
minds of men that the defenses of peace must be constructed. Peace education is one concrete
pathway to challenge war. Peace education can help challenge thoughts that the world is divided
into “good guys and bad guys” and that winning over the “bad guys” is the way to go. Peace
education seeks to teach the concept of oneness of the human race.
Education should also help alter thoughts with regard to the inevitability of war. Humans
should understand that waging war is a choice, not a manifest destiny. Teaching students peaceful
conflict resolution skills will also help learners understand that conflicts may be approached
constructively and that there are better workable alternatives to aggression.

PART 3. RESOLVING CONFLICTS PEACEFULLY

(included with permission from the Center for Peace Education, Miriam College during the National Peace Education Seminar-Workshop for Philippine Colleges of
Education last March 22 and 23, 2018)

A. THE NATURE OF CONFLICT

conflictus (Latin) – striking together with force

Forsyth, 1990 – occurs when one’s actions or beliefs is unacceptable to – and hence
resisted by the other
Conflict – an incompatibility of behaviors, cognitions, and/or affect among individuals of
groups that may or may not lead to aggression

B. THE NATURE OF ANGER

Anger – a strong emotion of displeasure that may take the form of verbal or physical attack,
rage or animosity

When can anger be destructive?

• when we express it in a way that will create harm, hatred or alienation
• when we repress it; it can make us sick
• when we can no longer function normally

Coping with anger

• Recognize that you are angry.
• Express anger in indirect ways.
Shout, cry, hit a pillow
Write it down
Draw, paint

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Engage in physical activities
Physically relax the body
• Calm your mind.
Talk to yourself
Count to 10 for adrenaline level to go down
Change cognitions vs. labeling, overgeneralization, mental filtering, jumping to
conclusions

C. NONVIOLENT CONFLICT RESOLUTION

Dr. Marshall Rosenberg’s Nonviolent Communication (NVC)

1. Describe the behavior that angers you.
2. Describe how you feel about the behavior.
3. Describe the reason for your feeling.
4. State your request.

Dialoguing Tips for Nonviolent Conflict Resolution

1. Be specific. Avoid using global words.
2. Speak in a gentle, non-threatening manner.
3. Avoid using words that would elicit anger.
4. Use the I-message.
5. The person and the action are two different things. Thus be tough on the
problem, and not the person. It’s not “you vs. me” but “you and me vs. the
problem.”
6. Be willing to tell the person what is good about him/her.
7. Show positive regard and respect.
8. Listen. Show the other person that you are hearing his/her point of view. Listen
with the intent to understand, not to respond. This unlocks right vs. wrong
thinking, of ego and power.
9. Listen with empathy. Try to stand in the shoe of the other.
10. Paraphrase and clarify when needed.
11. Admit your own responsibility to the conflict.
12. Be open to criticisms of your ideas and behavior.
13. Distinguish between your demands and true interests.

Options in Dealing with Conflict

Option 1: AVOIDANCE (Flight)

We move away or withdraw from the situation or conflict.
Option 2: AGGRESSION (Fight)
We move against the opponent or try to overpower the adversary and force
him/her to yield.
Option 3: PROBLEM-SOLVING (Face)
We move towards the adversary and dialogue/negotiate for a mutually
beneficial solution.
Option 4: ACCOMMODATION (Give up)
We give up our goals to maintain “harmony” in the relationship. We give in
because we realize the other person is right. We concede because we have
very little chance of winning.
Option 5: COMPROMISE (Give Half)
We find the middle ground.

OPTION DESCRIPTION ASSUMPTION

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AVOIDANCE (FLIGHT) move away or withdraw I have no power to change the situation.
AGGRESSION (FIGHT) move against, try to overpower the other, The issue is important, and I think I am right.
force the other
PROBLEM-SOLVING (FACE) dialogue, negotiate The issue is important and so is our relationship.
ACCOMMODATION (GIVE UP) give up, concede S/he has a point, and I don’t want to ruin our relationship.

COMPROMISE (GIVE HALF) find the middle ground We each can’t get everything we want, so each of us has to
give way.

adapted from the original diagram by Thomas Killman

Roger Fisher’s Approach to Influence

POST-DISCUSSION ACTIVITY

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GROUP ACTIVITY: PEACE ADVOCACY

References:

Center for Peace Education, Miriam College. (2018). Resolving Conflicts Peacefully:
Promoting Nonviolence and Nonviolent Conflict Resolution [PowerPoint slides].

Chalk, P. (2018). Special Report: National Security in the Philippines under Duterte.
Retrieved August 10, 2018, from https://www.aspi.org.au/report/national-security-
philippines-under-duterte

Labuguen, et al (2012). Understanding the National Service Training Program. Malabon

City: Mutya Publishing House, Inc.

Navarro-Castro, L., & Nario-Galace, J (2010). Peace Education: A pathway to a culture

of peace. Quezon City: Miriam College.

Labuguen, et al (2008). Towards a Responsive Community Action. Malabon City:

Mutya Publishing House, Inc.

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