PEACE AND DEVELOPMENT (FOR FINAL) f.

The irony of development is that when one maximizes

his capacity to fulfill one dimension, there is a tendency
CHAPTER III: A MULTI-FACETED IMAGE OF to compromise the others.
SUSTAINABLE DEVELOPMENT g. The challenge of development management is to
arrive at a “rationalization” of development.
 DEVELOPMENT- “kaunlaran” - Rationalization - maximizing people's capacity to
 Michael Todaro- development is not purely an actualize all dimension without compromising the
economic phenomenon but rather a multi- others. In other words, maintaining "homeostasis" of
dimensional process involving reorganization development.
and reorientation of entire economic and social
system. Levels of Development
 It refers to the condition, level, or quality of life a. Sub-subsistence Level- A stage of life wherein
of an individual, a family, a community, or a man can barely meet life's necessities (food,
nation as a whole. shelter, clothing).
 A process of improving the quality of all human b. Subsistence Level - Stage of life wherein man
lives with three equality important aspects. has just enough to meet basic needs.
c. Development- The Stage of life wherein man
Dimensions of Development can meet basic needs and start thinking about
 Physical – maintenance of health and physical higher values in life, such as health, recreation,
order within a community/nation. the arts and education.
 Socio-cultural – the quality of social relationship d. Self-Realization- The Stage of life when one is
or interaction among individuals/groups within no longer concerned only when meeting the
a society basic needs of life but moves towards self-
 It can also be the appreciation of traditional realization/actualization in terms of maximizing
cultural beliefs and practices. his capacities and contemplating his role in the
 Moral-spiritual – practice of proper moral community and country.
values within a community/society.
 Intellectual – the capacity of individuals to Moral Principles of Development
develop their knowledge and skills for the A. Human Dignity- core value that serves as the
improvement of life. foundation for development.
 Political – practice of governance and - Intent worth and respect that every individual
maintenance of peace and order within a deserves simply by virtue of being human.
community. - It principle which recognizes the humanness of
 Emotional/psychological – concerns man’s man; that man is endowed with rights and has
emotional attitudes towards life, his capacity to certain human faculties to prefer or maximize.
meet the "stress and strains“ life. B. Popular Participation- this principle means that
 Economic – the capacity of man or 1000 groups people or the recipients of development initiatives
to provide adequate resources to meet basic should not be treated simply as receivers or
needs and provide a decent life. beneficiaries of development; rather, they should be
 Technological – Concerns man’s capacity to involved in planning and implementing programs. They
employ/use the discoveries of the sciences to should always be involved and consulted on matters
improve logic his way of life. welfare.
C. Empowerment- Development should provide
Facts about Development opportunities for people to learn about and analyze
a. Development can either be seen in a "micro“ or their community problems, meet their own needs with
"macro" perspective. less assistance from others, and develop skills to
Micro- individual agents. Individuals, households, firms, encourage people to become more self-reliant.
localized markets. D. Common Good- Development should benefit the
Macro- entire economies, nations, industries or large majority, not just the few or the powerful.
population. E. Social Justice- Development should provide for the
b. Development is holistic. equitable distribution of wealth, power, and
c. The various dimensions of development are opportunities among families, groups, communities, and
interrelated or intertwined. nations. Those who have more should provide
d. The study of development is multidisciplinary. opportunities for those who have less.
e. Economics is not the "end and all" of development, F. Sustainability (Intergenerational Equity) -
however it plays an important function in meeting the Development should consider the needs of the present
other needs of man. generation and the next generation. It should meet
people’s needs not only in the short term but also on a
lasting or long-term basis.
G. Social Responsibility - A principle that means GOAL 10: REDUCE INEQUALITIES
everyone is a society steward. Everyone should be To reduce inequalities, policies should be universal in
involved in addressing social issues and problems. It principle, paying attention to the needs of
emphasizes the social dimension of development and disadvantaged and marginalized populations.
addressing social problems. Everyone is responsible for GOAL 11: SUSTAINABLE CITIES AND COMMUNITIES
the welfare of society. There needs to be a future in which cities provide
opportunities for all, with access to basic services,
Sustainable Development Goal energy, housing, transportation, and more.
The Sustainable Development Goals are the blueprint to GOAL 12: RESPONSIBLE PRODUCTION AND
achieve a better and more sustainable future for all. CONSUMPTION
They address the global challenges we face, including Responsible Production and Consumption.
those related to poverty, inequality, climate change, GOAL 13: CLIMATE ACTION
environmental degradation, peace and justice. The 17 Climate change is a global challenge that affects
goals are all interconnected and in order to leave no one everyone, everywhere.
behind, it is important that we achieve them all by 2030. GOAL 14: LIFE BELOW WATER
Pillars: Careful management of this essential global resource is
1. People (Social Justice) a key feature of a sustainable future.
2. Planet (Environment) GOAL 15: LIFE ON LAND
3. Profit (Economic Development) Sustainably managed forests combat desertification,
halt and reverse land degradation, halt biodiversity loss.
GOAL 16: PEACE JUSTICE AND STRONG INSTITUTIONS
Access to justice for all and building effective
accountable institutions at all levels.
GOAL 17: PARTNERSHIP
Revitalize the global partnerships for sustainable
development.
17 Goals
GOAL 1: NO POVERTY
CHAPTER II. PEACEFUL CONFLICT TRANSFORMATION
Economic growth must be inclusive to provide
sustainable jobs and promote equality.
Defining Human Dignity and Human Rights
GOAL 2: ZERO HUNGER
1. Human Dignity
The food and agriculture sector offers key solutions for
Core Value which serves as the foundation for peace
development and is central for hunger and poverty
and development.
eradication.
"It is a principle which recognizes the humanness of
GOAL 3: GOOD HEALTH AND WELL-BEING
man; that man is endowed with rights and has certain
Ensuring healthy lives and promoting the well-being for
human faculties to perfect or maximize."
all at all ages is essential to sustainable development.
2. Human Rights
GOAL 4: QUALITY EDUCATION
Human rights are rights inherent to all human beings,
Obtaining a quality education is the foundation to
regardless of race, sex, nationality, ethnicity, language,
improving people's lives and sustainable development.
religion, or any other status. Human rights include the
GOAL 5: GENDER EQUALITY
right to life and liberty, freedom from slavery and
Gender equality is not only a fundamental human right,
torture, freedom of opinion and expression, the right to
but a necessary foundation for a peaceful, prosperous,
work and education, and many more. Everyone is
and sustainable world.
entitled to these rights, without discrimination.
GOAL 6: CLEAN WATER AND SANITATION
Clean, accessible water for all is an essential part of the
Characteristics of Human Rights
world we want to live in.
 FUNDAMENTAL
GOAL 7: AFFORDABLE AND CLEAN ENERGY
 INALIENABLE
Energy is central to nearly every major challenge and
 IMPRESCRIPTIBLE
opportunity.
 INVISIBLE
GOAL 8: FECENT WORK AND ECONOMIC GROWTH
 INHERENT
Sustainable economic growth will require societies to
 UNIVERSAL
create the conditions that allow people to have quality
 INTERDEPENDENT
jobs.
GOAL 9: INDUSTRY, INNOVATION AND
1. Human rights are inherent and are essential part of
INFRUSTRUCTURE
our lives.
Investments in infrastructure are crucial to achieving
This means that we cannot be fully called "human" if are
sustainable development.
acting or treated otherwise. Moreover, no other person
or any authority can grant them Unlike constitutional or
legislative rights, human rights do not need any • Right to peaceful assembly and to take part in
legislation or reason for being. And so, right to life and elections.
right to dignity as human beings are called human • Protection from unfair treatment, such as
rights. torture, slavery, forced labor, or discrimination.
2. Human rights are also fundamental because • Right to privacy and protection against arbitrary
"without them the life and dignity of man will be arrest.
meaningless". • Prohibition of war propaganda and hatred
Human beings are unique and autonomous. They based on race or religion.
express their existence in very different ways. And so, it Human Rights and Sustainable Peace and Development
is fundamental that we recognize their right to liberty • Protecting human rights helps build peace and
and security and also the freedom of thought or development. When people’s dignity and well-
religion. being are respected, society becomes safe.
3. Human rights are inalienable because it cannot be • According to experts like Betty Reardon,
taken away from a person. achieving good conditions for human rights
No free Individual can be legally tortured or hurt by helps prevent violence and supports a peaceful
anybody and can actually claim the rights of others world.
inalienable means that it cannot be separated from any Human Rights and Social Justice
person. • Human rights come from people’s fight for
4. Human rights are imprescriptible because they fairness and dignity. They ensure that everyone
cannot be lost even by a long passage of time. can live freely and be respected.
This means that even if a person has not asserted • Social justice – means treating all people fairly
his/her rights for a long period of time, this does take and equally. It gives everyone the same rights,
away one's human rights, Inaalienable means that it opportunities, and access to a good life.
cannot be separated from any person Connection Between Human Right and Social Justice
5. Human rights are also invincible because even if they • Both human rights and social justice promote
have already been enjoyed before, one can still be equality and human dignity. When there is no
enjoyed for the rest of one's life. discrimination or poverty, people can live better
The freedom of expression of belief or opinion can be and society becomes peaceful and fair.
repeatedly used as to being human. Social Justice and Development
6. Human rights are universal which means that all • The human development model of
human beings have them. development emphasizes that people are the
Race, color, religion, sex, status in life do not determine means and end of development.
who to enjoy these rights. Human rights are universal in • Development cannot be considered to be true
that they encompass all boundaries. development unless someone experienced good
A Filipino's human rights in the Philippines would not be from it and not at the expense of others.
disregarded in other countries. • Social justice is a non-material indicator of
7. Human rights are interdependent because the human development.
realization of these rights are dependent on each other. • Human development is predicated on equity
This means that one could not fully exercise one right and inclusiveness.
when the others are being restricted or violated. Like
people may essentially have the rights to think freely LESSON 2: CHALLENGING PREJUDICE AND BUILDING
and independently but when their rights to security and TOLERANCE
good standard of living are not met, they could fully 1. Prejudice
exercise these rights and so, the achievement of human • negative feeling or attitude towards a person or
right must be holistic and interdependent. a group, even if it lacks basis.
• The word prejudice comes from Latin roots
Kinds of Human Rights “prae” (in advance) and “judicim” (judgement),
Economic, Social and Cultural Rights which essentially means to judge before.
• Right to work in fair and favorable conditions; 2. Stereotype – the negative opinion about a person or
• Right to social protection, to an adequate a group based on incomplete knowledge
standard of living, and the highest attainable  A stereotype is an attitude towards a person or
standards of physical and mental well-being; group based on physical characteristics or facts.
• Right to education and the enjoyment of  A stereotype is an example of an implicit
benefits of cultural freedom and scientific personality theory. Such theories attribute
progress. internal properties to a person, such as
Civil and Political Rights character traits, based on external properties.
• Freedom of movement, opinion, expression, 3. Discrimination – refers to negative actions toward
religion, and association. members of a specific social group that may be
• Equality before the law and right to a fair trial. manifested in an avoidance, aversion, or even violence
 • Difference Between Prejudice and overweight, the undersized, and the dark-skinned.
Discrimination (Nario-Galace, 2003)
- A prejudiced person may not act on their attitude. Example:
Therefore, someone can be prejudiced towards a certain • A company hires a more attractive
group but not discriminate against them. Also, prejudice applicant over a more qualified one.
Includes all the three components of an attitude; 6. AGEISM
(Affective, Behavioral, and Cognitive), whereas Negative attitudes held against the young of the elderly.
discrimination involves behavior. Example:
• Types of Prejudice • An older worker is forced to retire early
- The act of prejudice is a pervasive problem in even though they’re still capable.
society which can negatively impact lives, • A young employee’s ideas are ignored
sometimes in deadly ways. because they’re “too young to
The definition refers to an attitude and belief that one understand.”
group of people is in some way inferior to another. 7. LINGUICISM
Prejudice is often born of stereotypes and forms that Negative attitudes which members of dominant
fertile soil of discrimination. Different kinds of prejudice language groups hold against non-dominant language
lead too different forms of discrimination. Prejudice can group. (Chen-Hayes, Chen & Athar, n.d)
be based on several factors, including sex, race, age, Example:
sexual orientation, nationality, socioeconomic status, • A job applicant is rejected because of
and religion. Some of the most well-known types of their accent.
prejudice include; 6. RELIGIOUS INTOLERANCE
Prejudice against those who are followers of religions
What is prejudice? other than one’s own.
According to Cambridge Dictionary it prejudice is Example:
an unfair and unreasonable opinion or feeling, especial • A teacher refuses to excuse a student
ly when formed without for a religious holiday.
enough thought or knowledge.
Prejudice and Stereotypes
Types of Prejudice Social perception involves the development of an
1. RACISM attitude towards another person o group of persons. A
The belief that one’s own cultural or racial heritage is stereotype is an attitude towards a person or group on
innately superior to that of others, hence, the lack of the basis of some physical characteristics or physical
respect or appreciation for those who belong to a fact. A stereotype is an example of an implicit
“different race”. personality theory. Such theories attribute internal
Example: properties to a person, such as character traits, on the
• A job applicant is rejected due to their basis of external properties.
race, not their skills.
• A student is teased by classmates 2 Categories of Stereotypes
because of their skin color and accent. a. Individual stereotypes are attitudes toward individual
2. SEXISM people.
A system of attitudes, actions and structures that Some examples of these are:
subordinates others on the basis of their sex where the 1) Attributions based on people’s names
usual victims are women. 2) Physical appearance
Example: b. Group stereotypes are attributes based on whether
• A company advertises leadership the person is a member of an in/out group.
positions only with male images.  Attitudes are said to have three components:
• A girl is told she can’t play basketball 1) A cognitive component, which comprises a set
because it’s “for boys”. of beliefs about the group of individuals
3. HETEROSEXISM 2) An affective component, which is a feeling
Negative attitudes towards lesbian and gay men. towards the group or individual
Example: 3) A behavioral component, which is a set of
• A parent gets upset when their child behaviours or actions directed toward the group
comes out as LGBTQ+. or individual based on the other two
4. CLASSISM component.
Distancing from and perceiving the poor as “the other” A prejudice is an extreme stereotype
(Lott, 1995). The cognitive components is the stereotype
5. LOOKISM The affective components is a feeling of liking or
Prejudice against those who do not measure up to set disliking
standards of beauty. The usual victims are the
The behavioral comp0nent is the various types of imperative. Major religious traditions call on
discriminatory action. their flock to treat others with the same respect
The existence of prejudice does not need much and dignity they give themselves. More so, the
demonstration. call to challenge prejudice is enshrined in
various human rights instruments.
Prejudice and Discrimination (by Saul McLeod,  Nations, through international agreements and
published 2008) treaties, have affirmed their commitment to
• Prejudice is an unjustified or incorrect attitude protecting and promoting human rights, such as
(usually negative) towards an individual based freedom of thought, conscience, religion,
solely on the individual’s membership of a social opinion, and expression. Article 1.2 of the
group. "Declaration on Race and Racial Prejudice"
• Discrimination, on the other hand, is the stipulates that "all individuals and groups have
behavior or actions, usually negative, towards the right to be different"
an individual or group of people, especially on
the basis of sex, race, social class, etc. LESSON III: CULTIVATING INNER PEACE

Difference between Prejudice and Discrimination INNER AND OUTER TRANSFORMATION

A prejudice may not act on their attitude. Therefore,
someone can be prejudiced towards a certain group but Patricia Mische (2000)
not discriminate against them. Also, prejudice incudes  Explains that inner transformation inspires outer
all three components of attitudes (affective, behavioral work.
and cognitive), whereas discrimination just involves  Inner and outer transformations are inseparable
behavior. parts of one whole.
 Transformation of self and society leads to
Effects of Prejudice in School harmony and peace.
1. Victims are more likely to drop out school.  A consistent connection exists between our
(Kistner, et al., 1993) inner state and our outer actions, forming a fully
2. It negatively influences the psychological health integrated person.
of the victims because of feelings of isolation
and alienation. (Neville et al, 1997) WHAT INNER PEACE ENTAILS
3. Negative effects in physical health. Characteristics of Inner Peace
4. Victims internalize the very negative views on  Rooted in self-respect and recognizing one’s
their abilities that others hold of them and do dignity.
not live up to their potentials.  Helps face life’s challenges with balance and
5. Victims are normally excluded, taunted o purpose.
physically harmed.  Builds intrinsic worth and a sense of direction in
life.
PROMOTING TOLERANCE AND REJECTING PREJUDICE Outcomes of Inner Peace
 Tolerance recognizes that others have the right  Resists addictions, psychological distress, and
to be who they are. Educating for tolerance is a inner disharmony.
practical alternative.  Responds to adversity with hope and
 Teaching tolerance may challenge prejudice. confidence in one’s capacities.
Tolerance is respecting, accepting, and  Leads to a harmonious, resilient, and purpose-
appreciating the rich diversity of cultures and driven life.
various forms of human expression (UNESCO,  Personal peace means responding positively to
1995). It is the foundation of democracy and negative actions directed at us.
human rights.  Forgiveness helps us achieve wellness and frees
 Tolerance recognizes that others have the right our hearts from negativity.
to be who they are.  Jing Lin (2006) states that forgiveness is key to
achieving inner peace.
Why teach tolerance?  Thich Nhat Hanh reminds us that “obsessing
 UNESCO asserts that education is the most about our wounds” keeps us from experiencing
effective means of preventing intolerance. There peace in the present moment.
is a need for schools to educate citizens who are
appreciative of other cultures, respectful of IDEAS OF INNER PEACE
human dignity and differences, and able to Dalai Lama (2001)
prevent or resolve conflicts amicably. Leader of the Tibetan people and Nobel Peace Prize
 Discrediting hateful propaganda towards Awardee in 1989.
different others through education is
  Explains that calm and whole some state of  Peace is not just the absence of violence but
mind benefits our health and physical well- involves satisfaction, happiness, and tranquility,
being, Conversely, feelings of fear and anger can it is an expression of compassion and caring, a
be destructive to our health. life without fear.
 Learn to reduce the influence of negative
emotions so we can have a happier and more HOW TO CULTIVATE INNER PEACE
satisfying life. 1. Focus on the Present Moment
 Take a few deep breaths with your eyes closed,
Thich Nhat Hanh’s Perspective focusing on the air moving through you.
 Thich Nhat Hanh believes that world peace  Put your hand over your heart and count each
begins with being peace. breath you take, or listen within.
 People often try to fill inner emptiness with  Bring mindfulness to your movements and what
work or material things, but this doesn’t bring is around you - feel and watch every detail.
true peace.  Designate something as an anchor to your
 We all have the seeds of peace and violence peaceful present moments, like the face of your
within us — it’s up to us which one we cultivate. watch, veins in your wrist, or anything you can
 Cultivating compassion and calmness nourishes focus on quickly and easily to bring you back to
peace within ourselves and others. a feeling of peace.
 Deep listening and understanding restore 2. Create Daily Peace Practices
harmony.  When you start and end your day with
 “If we are peaceful and happy, we can blossom activities that calm and center you, the time
like a flower, and everyone around us will between will also become peaceful. There
benefit from our peace.” (Beller & Chase, 2008). are unlimited ways to do this; choosing
what feels right and you are willing to
Summary commit to is important.
 Inner peace means staying calm and positive Here are some ideas to get you started:
even when life becomes difficult. It teaches us  JOURNALING
to forgive others instead of holding on to anger,  WRITE DAILY GRATITUDE
because forgiveness frees our hearts from  MEDITATION
negativity. Thich Nhat Hanh reminds us that true  PRAYER
peace starts within ourselves, not from material  PAY ATTENTION TO THE BEAUTY AND
things or constant work. We all have both peace MAGIC IN EACH DAY
and anger inside, but it’s our choice which one  LOOKING FOR HEART SHAPES AROUND
we nurture. By choosing compassion, kindness, YOU
and understanding, we can create peace in  WALKING IN NATURE
ourselves and share it with others.  READING MEANINGFUL OR UPLIFTING
Dalai Lama (2001) MATERIAL
 Peace is not just the absence of violence but 3. Live Simply
involves satisfaction, happiness, and tranquility,  Inner and outer clutter are distracting and
it is an expression of compassion and caring, a complicate our lives. On some level, they
life without fear. keep us on edge all the time.
 Creating a peaceful and calm physical
World Religions
environment will nurture the same within
 Peace is not just the absence of violence but you. Carefully look at your space, calendar,
involves satisfaction, happiness, and tranquility, and the people in your life. It may be time
it is an expression of compassion and caring, a to let some things go.
life without fear. 4. Do not Marinate in Your Upsets
 Peace is not just the absence of violence but  Give it a minute or two - let the feeling dissipate
involves satisfaction, happiness, and tranquility, on its own.
it is an expression of compassion and caring, a  Any of the tools above for returning to the
life without fear. present moment.
 Peace is not just the absence of violence but  Ask yourself if being upset is serving you, and if
involves satisfaction, happiness, and tranquility, not, let it go.
it is an expression of compassion and caring, a  Move into neutrality by observing yourself in
life without fear. the situation.
 Peace is not just the absence of violence but  Imagine you are watching what is happening on
involves satisfaction, happiness, and tranquility, a movie screen.
it is an expression of compassion and caring, a
life without fear.
  Bring compassion and understanding to all Believe in the same principles that Gandhi held on to.
involved, knowing everyone is doing the best Below are additional beliefs of MLK, ir. held about non-
they are capable of in that moment. violence:
 Cultivating inner peace is a gift to yourself and 1. Nonviolence does not seek to defeat or humiliate the
those around you. It is from this grounded space opponent but to win. friendship and understanding.
that you can evolve into your best self and 2. Nonviolence seeks to defeat injustice, not people.
create your best life. And, it feels so good. 3. Nonviolence thrives on love rather than hatred.
4. Nonviolence requires willingness to suffer and
LESSON 4: PROMOTING NON-VIOLENCE amazing discipline in the midst of provocation.
 Nonviolence is the refusal to harm other 5. Nonviolence holds that suffering can educate and
humans, as life is sacred and an absolute value. transform.
It is anchored on the belief that humans have
the potential to change. WHY NONVIOLENCE?
 Nonviolence is both a principle and a practice. 1. It is both an ethical and moral choice.
The principle of nonviolence affirms the active  Major religious and philosophical traditions
use of non-coercive and non-aggressive means teach about respect for life.
to create a more peaceful context.  Jainisms - it is taught that a wise person "does
 Nonviolence has come to be recognized as a not kill, nor cause others to kill, nor consent to
powerful strategy for students, communities, the killings by others."
disenfranchised groups, and whole societies to  Lao Tzu, founder of Taoism, taught that
address and transform conditions. "weapons are instruments of evil and not of a
 During the 20th century, the successful social good ruler."
movements of Gandhi in India and Martin  In Buddhism, "not to kill is the foundation for all
Luther King, Jr. in the United States led to the Buddhist action. Everyone is believed to have
public's realization of completely new been born with a Buddha nature, so " no one
dimensions of nonviolent conflict resolution. has the right to take the life of another.
2. Destruction is not the law of humans
Different Beliefs About Nonviolence  Theory of Bandura & Ross- aggression is not
MOHANDAS GANDHI inherent but learned in the socialization process
"Nonviolence is the greatest force at the disposal of and, thus, may be unlearned.
mankind it is the mightier of the mightiest weapon of 3. Nonviolence is a practical choice
destruction devised of the ingenuity of man."  Tools and effects of violence are costly.
 Examples: Much money is spent buying war
The man who led the people of India out of British crafts and firearms.
subjugation held the following beliefs about non- 4. Nonviolence works
violence:  Examples: EDSA People Power and Martin
1. As long as people accept exploitation, both exploiter Luther King Jr.'s speech about equality between
and exploited will be entangled in injustice but once the white and black Americans.
exploited refuse to accept the relationship, refuse to
cooperate with it, they are already free. NON-VIOLENT DIRECT ACTION
2. Nonviolence and cowardice do not go together. Gene Sharp (2005)
Possession of arms implies an element of fear, if not  Identified 198 methods of nonviolent action.
cowardice. Nonviolent action refers to efforts to persuade
3. A person and his/her deeds are two distinct things. with action via protests, non-cooperation, and
Hate the sin but not the sinner. intervention without using physical violence.
4. If we fight back (in a violent way), we will become the  Example: dialogue
vandal, and they (oppressors) will become the law.
5. An eye for an eye makes the whole world blind. Nonviolent Struggles:
6. Nonviolence is more powerful for converting the 1. Nonviolent Protest and Persuasion
opponent and opening his ears which are otherwise  Seeks to produce awareness of the dissent.
shut to the voice of reason.  Examples: Petitions, educational forums,
7. Nonviolence demands that the means used should be signature, campaigne, banners, posters,
as pure as the ends sought. Two wrongs will not make lobbying, singing, marches, Prayer rallies, mock
one right. "If the end is good the means must also be funerals and vigils.
good." 2. Nonviolent non-cooperation
 Presents the opponent with difficulties in
MARTHER LUTHER KING JR. maintaining the normal operation of a system.
"Nonviolence is not sterile passivity but a powerful  Refuse to cooperate with a system or authority
moral force which make for social transformation". that they believe is unjust or harmful without
 resorting to physical violence with drawing
consent and support.
 Example: consumer boycott, general strike, and
civil disobedience.
3. Nonviolent Intervention
 Challenges the opponent more directly.
 Examples: sit-ins and fasts.
 Third-party Nonviolent Intervention (TPN)