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ST. LOUIS COLLEGE OF BULANAO

Peace 11: PEACE & CULTURE EDUCATION

COURSE OUTLINE (2nd SEM)

Course Code: Peace Ed. 11(for Earning Units)

Course Title: Peace & Culture Education

Course Description: This is an interdisciplinary course that serves as an introduction to peace

ideas and movements, the theory and practice of nonviolent actions, and alternative approaches
to conflict and change. This subject will highlight on the Indigenous Knowledge Systems and
Practices of the Cordilleras such as the Cultural Practices and the Indigenous Peace Mechanism,
the Pochon/Bodong/Pechen. Likewise, the Indigenous Peoples and the Indigenous People’s
Right Act (IPRA) will also be discussed. Its focus is on Indigenous Peoples’ Education & the
Bodong System
As part of the school’s Vision-Mission of PEACE, this course is offered as a regular
load, required to all students in all courses.

Number of Units: 3

Pre-Requisite Subject: Peace Ed 11

Rationale: The work for peace is getting more attention throughout the world because of
the increasing number of conflicts all over the cosmos. Different organizations have
different ways of solving conflicts. One of this is the Indigenous way of Peace building.
Slowly, there is an increasing level of recognition on the effectiveness of the IP Peace
Mechanism.

OBJECTIVE:

A. General
 to seek a holistic understanding of peace and various alternatives to violence as well
as to cultivate the skills associated with peace building

 to enhance the Indigenous Knowledge Systems and Practices by transmitting to the

youth as well as to cultivate the skills associated with indigenous peace building, in
support of Kalinga’s dream of becoming a peace province and in the light of the
school’s Vision-Mission of PEACE, and its dream of becoming the Center for Peace
and Culture Education in the CAR. As a whole it seeks to help in attaining the
country’s aspiration for peace and development.

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B. Specific
Cognitive

 to increase the awareness of the youth in the beauty and importance of the
Kalinga Indigenous Peace Mechanism
 to draw insights and lessons from a study of selected cases of conflicts between
sub-tribes as well as clans
 to critically analyze selected peace issues and concerns in the barangay, in the
municipality and in the provincial levels
 to identify the steps in forging a Pochon/Bodong
Affective
 to express concern and respect for the value of life and human dignity as well as
other ethical principles related to peace;
 to show empathy and compassion for, and solidarity with the victims of violence
and sub-tribal conflicts
Active/Psychomotor
 to demonstrate conflict resolution and mediation skills; and
 to prepare plans of action focusing on one’s own possible contribution toward the
promotion of Indigenous Peace Mechanism

COURSE CONTENTS:

Prelims: TOWARDS A HOLISTIC UNDERSTANDING OF PEACE AND PEACE EDUCATION

I. A Holistic Understanding of Peace and Violence
1. Definition of Peace & Violence
2. Types of Peace
3. Levels of Peace
4. Types of Violence
5. Typology of Violence
II. Peace Education as Transformative Education
1. Definition of Peace Education
III. Scope of Peace Education
1. Human Rights Education
2. Conflict Resolution Education
3. Multicultural Education
4. Gender Fair Education
5. Environmental Education
IV: Faith and Spiritual Traditions as Resources for Peace
1. Christianity
2. Islam
3. Buddhism
4. Hinduism
5. The Golden Rule in the Different Faiths
6. The Kalinga CORE Values

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Midterms:

V. Resolving and Transforming Conflict

1. Definition of Conflict (already discussed in class)
2. Why Do Conflicts Arise? (already discussed in class)
3. What Prevents Us from Resolving Our Conflicts? (already discussed
in class)
4. What is anger and its effects?
5. How Do We Manage Our Anger?
6. How Do We Directly Express Our Anger?
7. How Do We Deal with Other People’s Anger?

VI. Indigenous Peoples

 Overview of the Indigenous Peoples

 Overview of the Indigenous Peoples’ Education

VII. The IPRA (Indigenous Peoples Rights Act)

 4 Pillars of IPRA

Finals:

VIII. The Indigenous Cultural Values & Practices: Pathways to Peaceful Communities

1. The PNB (Paniyaw, Ngilin, Bain)

2. Other Cultural Values

IX. The Pochon/Bodong/Podon/Vojong: The Kalinga Indigenous Peace Mechanism

1. History of the Pochon/Bodong

2. The definition of the Pochon/Bodong
3. The Different Tribes Practicing the Pochon/Bodong
4. Forging the Pochon
a. Steps in Forging a New Pochon/Bodong
b. Steps in Forging a Severed Pochon/Bodong
5. The Pochon/Bodong Holder
a. Qualities
b. Duties and Responsibilities
6. Sustenance /Maintenance of the Bodong
a. Chernat/Dornat/Jornat
b. Fogka/Bogga
c. Kalikad
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7. Elements of the Pochon/Bodong

a. Pagta
b. Bugis/Fukis/Piglis
c. Binodngan
8. The Pagta (by-laws)of the Pochon/Bodong
9. Glossary of Pochon/Bodong Terms
I. Immersion of Peace Ed Students in Actual Mediation & Bodong Practices (not
possible during this time of quarantine)
II. Submission of their PNB research output (if possible)

COURSE REQUIREMENTS

1. Readings and active participation in all class activities

2. At least 2 individual papers
3. A group report on the observation in negotiations or bodong celebration to be
presented orally in class(not possible during this time of quarantine)
4. Announced quizzes
5. Prelim, Midterm and Final Examinations
6. Immersion in Actual Bodong Negotiations and Celebrations (not possible during
this time of quarantine)

BIBLIOGRAPHY/REFERENCES

1. IPRA
2. The Kalinga Hilltribe by Miguel Sugguiyao
3. The Tongrayan Pochon Heritage
4. The Pagta of the Bodong (amended during the 5th KBC Assembly)

Prepared By: THERESE GRAIL CHULSI - LAWAGAN, Ph.D.

Peace Education Facilitator