Karahasan
Hindi Amin Karahasan R
Ay Karahasan Normal o Dysfunctional?
Ang ilang mga tao magtaltalan na karahasan ay palaging sa paligid dahil oras napakatanda at ay palaging magiging. Totoo ba ito? Gumagana ba ito leave room para sa posibilidad ng pagbabago?
Ang parehong bagay ay kontrahan at karahasan? o ang hindi pagkakasundo hindi pagkakaintindihan lang na isang likas at malusog na bahagi ng pagiging tao? Kung hindi pagkakasundo ay natural pagkatapos ay kung ano ang karahasan? Ay karahasan ang kinahinatnan ng mga negatibong layunin, pagsawata at / o conditioning? (sumangguni sa ibaba para sa hindi-maaasahang pananaliksik tungkol sa kung ano sa tingin mga bata at pakiramdam).
Sa tuwing Siguro baka pag-uugali ng kawani na tao ay likas na katangian (katutubo) o mag-alaga (nagpapakilala ng karunungan), Isipin ko ang mga kuwento ng mabangis bata na nanirahan sa mga hayop. Pagkatapos ako ay mapaalalahanan na buhay ay powerfully naiimpluwensyahan ng conditioning sa pamamagitan ng kapaligiran kung saan namin mabuhay.
Young mga bata na na-inihahain ng mga hayop mula sa isang batang edad kilalanin nang higit pa sa kanilang mga adoptive mga magulang hayop kaysa tao, kanino nila malasahan bilang dayuhan o mapanganib. Halos lahat mabangis mga bata labanan Nakuhanan, Mas gusto upang manirahan sa ligaw, pagtatangka escapes mula sa mga kawani na tao, lumigpit o maiwasan ang mga kawani na tao at ang ilan umupo blangko. Mabangis mga bata ipakita ang walang interes sa mga bata ng kanilang sariling edad o maging sa mga laro-play sila. Hindi nila nakikilala ang kanilang pagmuni-muni at ipakita ang walang mga palatandaan ng attachment sa isa pang tao. Sila ay hindi kilala tumawa o sumisigaw. Magpakita ang mga ito sa pag-uugali ng adoptive pamilya. Lap mga ito inumin, matuto tunog ng mga hayop at mga muwestra. Pag-ayaw nilang damit at luha damit off. Mabangis mga bata humingi ng kumpanya ng mga hayop. Nang kawili-wili sapat na ligaw na hayop ay lumapit mabangis mga bata ( http://www.smashinglists.com/10-feral-human-children-raised-by-animals/ ). Ang mga kamangha-manghang mga kuwento i-highlight kung paano malakas na panlipunan conditioning at kapaligiran ay. Kung ang isang bata ay inihahain ng mga wolves ay hindi kilalanin na may mga kawani na tao sa lahat, ito ay nagpapakita na pagkakakilanlan at pag-uugali ay natutunan mula sa kapaligiran.
Kaya tumitingin sa karahasan sa mundo. Ang ilan ay maaaring sabihin ng mga hayop ay marahas ngunit paano ko malalaman namin ang kanilang intensyon ay marahas (negatibong layunin) o sa simpleng kaligtasan ng buhay instincts? Ay maaaring isang tao projection na ito? Kapag na-oobserbahan kalikasan ito ay kitang-kita ang natural na sarili sistema regulates at na populasyon ay culled sa pamamagitan ng ang balanse ng mga mandaragit at manila. Kami ay bahagi ng likas na katangian ngunit lumitaw namin upang maiba dahil mayroon kaming mas kumplikadong pag-iisip at pakiramdam proseso. I-filter ang aming mga emosyonal na estado ang ating nakikita mundo. Mag-isip tungkol sa kung paano mo pakiramdam kung nanalo ka sa lottery at pagkatapos ay isipin ang tungkol kung paano mo pakiramdam kapag ikaw ay may pusong sawi. Paano naiiba ang hitsura ng mundo sa iyo? Kung patuloy kang nanunuod ng marahas na larawan, kung paano gumagana ang epekto na iyong damdamin? Paano gumagana ang na hugis ang iyong mundo? Isipin ang tungkol dito at pagkatapos ay pumunta sa iyong pakiramdam. Ano ang magiging lumikha ng positibo damdamin? ano ay lumikha ng isang positibong mundo?
Karahasan ay natutunan pag-uugali at ito ay lubos na mahalaga na ang mga batang matuto na karahasan ay hindi isang malusog na paraan upang malutas ang hindi pagkakasundo. Ito ay malusog upang magkaroon ng isang pagkakaiba ng opinyon, hindi ito kailangang maging negatibo kung ang iba pang mga hindi sumasang-ayon.
Kung makita namin ang mundo bilang ito ay at nakita na ang lahat ay mayroong iba't ibang mga karanasan sa buhay at makikita ng mundo sa ibang paraan, siguro maaari naming sumang-ayon sa hindi sumasang-ayon nang walang attachment sa winning ang argumento sa anumang gastos.
Buhay sa isang marahas na kapaligiran ay nagdaragdag ng mga bata mga pagkakataon ng pagbuo ng problema sa pag-uugali. Itinuturo nito ang mga ito na ito ay kung paano namin haharapin ang mga kontrahan at maaari set up ng mga pattern ng buhay na maaaring maging sanhi ng mahusay na paghihirap at paghihirap sa kanilang sarili at sa iba pa maapektuhan ang mga ito sa mga.
Michael Moore sa kanyang dokumentaryo 'Bowling para sa Kolembain’ mga pag-uusap tungkol sa pagtaas ng karahasan sa lipunan at ng core isyu ng takot. Siya talks tungkol sa shootings sa Columbine High School sa Littleton Colorado, USA at mga panayam sa Public Relations Manager sa Lockheed Martin, tagagawa arm para sa Gobyerno ng US. Siya itataas ang mga tanong at mga link bansa pag-aayos sa mga hindi pagkakaunawaan sa pamamagitan ng karahasan (noon ay) at karahasan sa loob ng paaralan. Nang kawili-wili, sa ilalim ng batas pambansa, ang gunmen sa Kolembain Mataas (nagkaroon sila nakatira) sana ay nahatulan ng pagpatay at ipinadala sa bilangguan. Sapagkat yaong pagpatay sa ngalan ng grupo ng mga tao (opisyal na pamahalaan) Hindi sinubukan sa ilalim ng internasyonal na batas. Iba pang mga grupo na pumatay (hindi pangtungukiln) ay tinatawag na 'terorista’ (hindi sumang-ayon) o 'kalayaan fighters’ (sumang-ayon) depende sa gilid ikaw ay nasa.
Bakit ang aming etika at mga halaga ng palitan dahil ang desisyon ay ginawa sa pamamagitan ng isang grupo malasahan namin bilang isang kapangyarihan? Gumagana ba pagpatay work ibinigay na kung saan namin gustong pumunta bilang isang lipunan o kabihasnan? Sa pagtatapos ng araw kung ang pangkat ay opisyal o hindi opisyal na, pareho silang patayin ang kaaway upang makamit ang isang layunin. Sa katotohanan ang pagpatay ng isang tao inflicts hindi lamang sakit at paghihirap sa mga biktima ngunit ang mga kaibigan at pamilya ng mga biktima. At saka, mga komunidad makaranas ng napakalaking sikolohikal na takot at pagbabago. Ang mga bata lumaki na may tagal ng buhay na sugat at pagtingin sa mundo bilang isang mapanganib na lugar. Digmaan lumikha ba ang tunay na kapayapaan? Iyan ba ang posibleng? Nais mo ba kami real kapayapaan? Kapag nagsimula ka upang tumingin sa ilalim maaari mong pakiramdam kapangyarihan (kontrol sa pamamagitan ng takot) at propaganda (impluwensiya sa pamamagitan ng perception ng tama at mali) sa trabaho.
Sa pagtingin sa ating lipunan ay namin nagtuturo ng karahasan sa ating mga anak sa pamamagitan ng marahas na video, mga pelikula at giyerang gumagamit ng live sa cable T.V.? Ba ang mensahe na ang paggamit ng karahasan ay kung paano namin malutas ang problema? Sa katotohanan ito ay isang tradisyonal na tularan ng kapangyarihan sa iba sa pamamagitan ng takot (pananakot). Takot ay ginagamit upang baguhin ang pag-uugali sa bawat antas ng ating lipunan. Gayunman, ang pagbabago ng pag-uugali pagbabago paniniwala? ay baguhin ito sa iyong mga paniniwala? Kung ang mga tao ay hindi maluwag sa kalooban baguhin ang mga paniniwala upang ihanay sa pag-uugali, mga tao maging pinigilan at nagagalit kapag pinilit ng iba.
Ano ang pagkakaiba sa pagitan ng isang terorista at isang kawal? Ang parehong mga pumatay sa mga order. Ano lumilikha ng malaking takot? Ano lumilikha ng digmaan? Bakit ginagamit namin karahasan upang bayaran ang mga hindi pagkakaunawaan? Bakit hindi magulang ay tinuruan upang magamit ang mga modelo ng empowerment o pag-ibig, na, pagtuturo sa mga bata upang gumawa ng mga pagpili at tanggapin ang pananagutan para sa kinalabasan? Bakit kami pa rin turuan ang mga bata sa pamamagitan ng aming halimbawa na dapat nilang gawin bilang sabihin namin? Huwag kami laging gawin kung ano ang sinasabi namin? Sigurado namin talagang pagtatanong sa kanila kung ano ang palagay nila o huwag mag-? Bakit hindi bigyang kapangyarihan ang mga bata sa halip na gumamit ng lakas? Dapat nating isipin ang tungkol na ito kung kami ay upang mabuhay bilang isang species.
Karahasan sa Paaralan
Sa US, karahasan at kabataan karahasan sa partikular na, ay itinuturing na ang pinaka-seryosong hamon sa lipunan. Tanaw na ito ay strengthened sa pamamagitan ng ang malabata shootings sa Kolembain Mataas na paaralan, Littleton, Colorado. Dalawang tinedyer nanganganib at pinatay kaklase na may mataas na pinagagana ng rifles. Ang dahilan ng pag-uugali na ito ay nakitang mapapasama sa lalaki Feeling ostracized, stigmatized at bullied sa pamamagitan ng kanilang mga kaklase at mga guro. The violence is regarded as a learned response to frustration. Littleton provides an example of the cultural acceptance of using violence as a form of problem solving. Violence in schools is considered the most pressing educational issue in the US. Some critics assert that schools are failing to respond to the problem decisively, risking support for public education. [1]
In Australia, the recent October 21, 2002 shooting at Monash University, raised concern about violence in schools. In this incident an armed man with a hand gun killed two people. [2] These incidents raise community fear of not feeling safe and raise questions about the use of violence to solve problems.
Dr Christie from Queensland University of Technology states that schools have been long recognised as the primary sites of violence. [3] Violence ranges from verbal assault to criminal assaults. Moreover, it was found in a study that between 50-60% of boys and 40% of girls had homophobic feelings. In Western Australia (1992) boys were suspended for physical assault 25 times more than girls. In Victoria, 83% of students suspended were boys mostly for physical and verbal abuse. In the ACT, (1996) an increase in violent behaviour was evident in Primary school, kindergarten and pre-schools. [4]
Factors underlying violence are considered complex. The circumstances and background of those committing acts of violence include: socio-economic status, family life and relationships, school, work and community experiences. At saka, the gaps between rich and poor can be a catalyst for violence. The media and media based entertainment can and does influence violence. [5]
Factors associated with antisocial and criminal behaviour include child disability, low self- esteem, poor social skills, alienation and impulsive behaviour. School related factors include: school failure, deviant peer group, pananakot, peer rejection and inadequate behaviour management. Family factors include: teenage mothers, father absence, disharmony, family violence, family break up and divorce. The family is consistently presented as having the greatest influence on children. [6] A myriad of factors associated with child violence and aggression include child maltreatment and poor parental child-rearing practices. The child is trained to be aggressive through early coercive familial interaction patterns. Parents model and children learn coercive behaviours to escape negative stimuli. [7]
Pananakot sa Paaralan
Bullying is recognised as a form of violent behaviour. In Australia, a study of 7,500 students reported that 20% of students aged between 5-17 years were bullied at least once a week. Bullying is considered more prevalent in Primary school. [8] Moreover, one in twenty children is a bully. [9]
According to research conducted in the UK the playground was the most common site for bullying. Sa US, bullying is estimated to affect 10-20% of the student population, most notably verbal teasing and intimidation. [10]
Professor Ken Rigby from the University of South Australia, states that bullying is ‘the repeated oppression of a less powerful person by a more powerful person or group”. Bullying is classified as physical, verbal and psychological. Bullying is based on threat or fear. Once the pattern is set up the bully does not have to do much to produce fear and the victim finds it impossible to break this cycle. [11]
There are 7 elements to bullying:
- Desire to hurt – inflict pain
- Bullying acts on desire;
- Action is hurtful;
- An imbalance of power – bully is stronger and more powerful (physically, psychologically);
- There is no justification for the action, victim has done nothing;
- It is persistent behaviour;
- The bully enjoys hurting the victim. [12]
Bullying becomes entrenched in society because of secrecy and a culture that perceives it is bad to ‘dob‘ happening. [13]
Families of victims are typically overprotective whereas families of bullies don’t care. There is an inconsistency in dealing with behavioural problems. Punishment may be inconsistent or perhaps too harsh.
The child absorbs the message that the world is unpredictable and unfair. [14]
The consequences of bullying is low self esteem, stress, anxiety attacks and nightmares. In some cases persistent bullying has let to suicide. Moreover, as a result of constant fear schoolwork suffers and concentration is poor. Studies have revealed that people persistently bullied as children can cause adult depression and difficulty in forming relationships. [15]
From the perspective of bullies, their life chances are minimised. A high proportion of bullies achieve little at school, leave early and then get into trouble with the law. They are four times more likely to come before the court and be convicted of anti-social offences. This entrenches in their life patterns and their children are likely to become bullies. Hence, aggressive children may grow up to become violent parents or members of the community. [16] The behaviour of bullying has negative impacts on both the bully and victim. It is important to create a culture that does not tolerate this kind of behaviour. Overseas projects have proven that schools make a difference by creating happier and safer places for children. [17]
Strategies for dealing with bullying include peer mediation to provide the means of raising awareness and empowering students to take responsibility for resolving problems. Providing lifetime skills such as effective communication, listening, assertiveness and problem solving. Other important skills include: relating skills, self-esteem, accepting own feelings and developing empathy for others and conflict resolution skills. [18] It is important as a class that children discuss openly bullying and develop class rules which impacts on the school ethos. [19]
[1] Christie, Reducing and Preventing Violence in Schools,’ Introduction’ ..
Online at: www.peacebuildersoz.com/papers/June99.htm
[2] SMH, ‘Two shot dead, five wounded at Monash Uni’,
Online at: http://www.smh.com.au/articles/2002/10/21/1034561430158.html
[3] Christie, op.cit. ‘Introduction’ .
[4] Christie, op.cit, ‘ Violence in Schools’.
[5] Christie, op.cit, ‘Factors Underlying Violence’ .
[6] Christie, op.cit, ‘Factors Underlying Violence’
[7] Christie, op.cit, ‘Family Influences’
[8] Christie, Reducing and Preventing Violence in Schools. ‘Bullying in Schools’.
Online at: www.peacebuildersoz.com/papers/June99.htm
[9] Berne, S. An Effective Anti-Bullying Program for Primary Schools , p6
[10] Christie, op. cit. ‘Bullying in Schools’
[11] Berne, S. op.cit , p2
[12] Berne, S. Ibid .
[13] Berne, S. Ibid ., p6
[14] Berne, S. Ibid.
[15] Berne, S. Ibid. , pp7-8
[16] Berne, S. op. cit. , pp8-9
[17] Berne, S. Ibid.
[18] Berne, S. Ibid. , p14
[19] Berne, S. Ibid. , pp14-15
Ang Media at Karahasan
Society will need to question violence in the media. There are many sides to the debate that argue that media affects behaviour and other schools of thought state that it doesn’t. In my personal life I have found myself modelling from the media and conclude that what we expose ourselves to becomes part of our memory and can be drawn upon to make sense of the world. As a market researcher I am aware that television programming is not representative of the wider world. Programming is selective with the aim of maximising advertising revenue. Therefore the main motivation is profitability not social responsibility or complete information.
The media is viewed as furthering violence by:
- Overall – Popularisation of violence in the media;
- Print media – some depict cartoons which encourage laughter at cruelty;
- Magazines – some degrade women and link them with violence and being victims;
- Video – can be intensely violent, sexually sadistic, pro-war videos are a serious international problem.
(Source: Jane Chesneau, Australian Television Action Committee, Conference on Weapons and Violence in Australia, 1989)
Is Television Violent?
- What one person sees as violent may not be seen the same way;
- Few meaningful definitions of violence;
- Broadcasters accused of allowing too much violence on TV (Gunter, Wober: 1988)
- UK – 2,078 programmes analysed, using a 4 week sample, under 30.1% contained some violence, frequency of violence 1.7 acts per hour (Cumberbatch: 1987)
- NZ – 846 episodes of violence on one week, 9.5 acts per hour,
- Sweden, Switzerland – low rates of violence, 2 acts per hour (NZ Foundation for Peace Studies: 1986);
- Average Australian child – see 15,000 murders on TV during school year;
- 97% of crime shows, 74% adventure, 86% cartoons contain violence.
(Chain Reaction: 1992)
The Debate: ‘Television Violence Causes Aggression’ – Pro
- Research in 50’s and 60’s flaws, methods and designs improved;
- Reports support findings: 1972 Surgeon General’s Report, 1982 National Institute of Mental Health, Psychological Society, Royal Commission on Violence in Communications Industry, CRTC, UNESCO; (Joesphson:1995)
- Feshback & Singer study (1973) found boys viewing aggressive TV showed increase in aggressive behaviour;
- Belson study (1978) interviewed 1565 teenage boys in England between 1959 at 1971 – boys gave info on own level of violence, frequency. Belson found that viewers who watched high amounts of violence reported greater violence; (Williams: 1986);
- Many social scientists agree there is a causal relationship;
- Bidirectional model – television violence influences aggression, aggression influences preference for television violence
- (Huston & Friedrich-Cofer:1986)
- Comprehension of Children – Age
- Up to 18 months – short attention spans;
- 2 1/2 yrs – fully fledged viewers, limited meaning, imitate, prefer cartoons;
- 3-5 yrs – exploration approach, search for meaning. Behave aggressively after watching high action;
- 6-7 taon – critical time. Cognitive ability to follow plots, inference, consequences, less mental effort (effort determines processing);
- 8 taon – more sensitive to content, not aggressive if violence portrayed as evil, suffering, likely to show aggression if violence reflects real life, identify character or engage in aggressive fantasies;
- 6-11 yrs – watching more adult shows, taste for horror, desensitising themselves to fear and violence, likely to become tolerant to violence in real world;
- 12-17 yrs – abstract thought, reasoning, little mental effort, prefer music videos, horror, pornography (boys) deal with topics in negative way. Adolescents doubt reality of TV, challenge authority.
(Source: W. Josephson, Television Violence: A Review of the Effects on Children of Different Ages)
Effects sa mga bata
In the literature on television violence the following points were made regarding the impact on children.
- Physical aggression, potential to injure, verbal abuse, threats (Williams:1986)
- Belson study (1978) – television affected teenagers pre-disposed to violence;
- Experiment – group of children shown TV film of someone playing roughly with doll, given similar doll, more likely to play violently (NZ Foundation for Peace Studies:1986);
- Psychological research found televised violence has effects on children – imitation, copycat violence;
- Emotional effects on children, desensitise;
- Resort to physical violence to resolve conflicts;
- 300 studies in 1986 – preschoolers more physically aggressive as a result of watching television;
- Children who create violent or heroically aggressive fantasies and identify with heroes are likely to be affected by violent television, fantasies as rehearsals for violent response to real-life events.
(Source: W. Josephson, Television Violence: A Review of the Effects on Children of Different Ages)
Do We Have A Responsibility?
- UN 1959 Declaration of the Rights of the Child;
- Rights concerned with the need to develop; individual abilities and learn to be useful members of society;
- Many families are more arenas of conflict;
- Most Important Factor – the quality of the relationship with parents.
(Source: Conference on Weapons and Violence in Australia, 1989)
What Do Children Think and Feel about Peace and Violence?
Selected anecdotal research in Primary (Elementary) Schools, Melbourne Australia 2003.
Children from 4 Melbourne primary schools were involved in a pilot study of the REAL HOPE program. They answered questions in relation to peace and violence. The children were aged between 6 at 10 years old. This information was collected during a ‘brainstorm session’ with 8 classes across 4 mga paaralan. It is anecdotal information and is not representative of all children. The information is to generate discussion and for interest. Codes in brackets refer to schools.
Q. When I say the word peace what do you think or feel?
- Quiet, calm, relaxing, peace clown, enjoyment, peace in the world, sleeping, no racism, keep stuff when angry to yourself (OV)
- No war, quietness, happy people, happiness, masarap na pagsasamahan, pag-ibig, togetherness (OV)
- Yin and yang, quiet, sharing, world with no bad things, masarap na pagsasamahan, aware of other people (OV)
- Ligaya, world peace, quiet, non-violence, happy (RE)
- Sleepy, loving, tranquillity, hippies, people shaking hands, no wars, tree museum, animals, think opposite of people fighting, little white dove with olive branch (MONT1)
- No fighting, happiness, PM control it all, doves, halo (MONT2)
- Ligaya, caring, no war, love and joy, enjoyment, relaxation, no violence, nuclear disarmament, patience, a better world (TT).
Q. What does peace look like? What do you see in your mind?
- Ligaya, birds singing, see your favourite things, fun – playing, water, dog barking, pag-ibig, families, dream (having), giving flowers out (OV)
- Peace clown, people being kind, 60’s, every one together, hippy sign, yin and yang (OV)
- No war, no bad sickness, everyone eating instead of starving, everybody in houses and food, I don’t like it when people don’t have houses and food, exciting (OV)
- Yin and yang, peace symbol, restaurant (going to), holiday, cemetery, sleep (RE)
- Colourful fumes pink smoke, botanic gardens, people working together, violence rising multi-coloured rainbow, rose coloured glasses, happy Yani always, X-box – violent video games (just a game), opposite of peace is violence, next generation thinks violence is good, paddock – grass (MONT1)
- Nice to each other, kind, world in shape as peace sign, working together, smiling, shaking hands, hot – yin and yang (MONT2)
- Happy, good, relaxing, fun, calm, being a good one, safe (TT).
Q. How do you feel when left out of the group?
- Bad, no-one likes me, alone, left out, they are using you, angry and unhappy, upset, bash their heads, nobody cares, no-one cares, don’t exist, small, no-one likes you, good things, lollies – everyone comes to you, sad (OV)
- Unhappy, sad, upset, lonely, angry, a loner, loser, believed that your not as good (OV)
- Left out – bored, lonely, why not let me in the group, use you, I’ll let you in my group if…, hurt, upset, never be put in, left out for the rest of your life, heart beats, led to believe they are your friends, spiteful – take the other people in, no friends (OV)
- Sad, angry, excluded, alone, made, upset, disappointed, not invited
- If left out what should you do: ask them if they want to play, comfort them – talk, go play with someone else (RE)
- Sad, depressed, disappointed, angry, revenge, ah big deal go to someone else, make your own group (revenge (angry), disappointed – if don’t want to do then happy, different (not accepted), not good enough, not as high as them (MONT)
- Sad, angry, bullied, lonely, ashamed, guilty, no-one is your friend, upset, loser, betrayed, loner (MONT).
Q. How do you feel when you are being picked on (bullied)?
- Bossed around, cry, annoyed, sad (OV)
- Upset, scared, angry, frightened, frustrated (OV)
- Sad, mad, bash, bad (RES)
- Angry, upset, scared, picked on, defensive, defenceless, rude person (MONT)
- Embarrassed, scared, put down, threatened, frightened, annoyed, upset, humiliated, frustrated, not safe (MONT2)
- Sad, not happy, passive – weak, confused, angry, hopeless (TT)
Q. Why does a bully pick on people?
- Express anger, make other weak – bigger, power, copying parents, be like them – jealousy, kick, upper class – bullied before, no lunch money (MONT4-5-6)
Q. What is violence?
- Killing someone, swearing, fighting (OV4)
- Killing, fighting, swearing (OV)
- People hurting each other, scary things, swearing, scaring you, fighting, spitting, punching, kicking (OV)
- Hurting people, swearing, fighting, killing, loss of blood (RE)
- Talk bad, scare people, swear, scary M.A. movies, fights, killing (RE)
- Physical hurting, video game halo- shoot aliens, Tinton in Congo dynamite in Rino’s but, weapons, noon ay, hurting ducks, video Blood Rayne – empire against Nazi’s (MONT1)
- Knife, teasing, killing, guts and guns, pananakot (MONT2)
- Fighting, guns – shooting, weapons, noon ay, physical activity – boxing, swearing, threatening, abuse (TT)
Q. What do you think or feel when you see people hurting each other on T.V. (what about news)
- Not good, grow up and do same things. Simpsons Homer choked Bart, little kids copy, stupid, sad, unhappy. (OV)
- Fun, made up, gives you the urge to do it- car, speed – wanted to speed, humorous, cool – surprise, through window, eye catching, dies – don’t expect, good – not something you see in everyday life (OV)
- Not good – country (Indonesia) kill people, stopping people, naughty – teaches kids to do it, copying TV. Like? Really funny Godzilla – funny, Water Boy – teasing (OV)
- Karahasan, fake, bad, smash TV don’t like it, bad, hurt – cuts in the eye, head butted (RE)
- Pretend, don’t think anything, little kids do it, depends e.g. Titanic real thing, Ned Kelly – killed for no reason, war – German’s evil, felt scared, sick (MONT1)
- Ouch, screams, scary, horror, unhappy, totally unfair. No – looks good, not real, pretend, don’t watch news, outside state, depends 9 violent turn it off, shocked, scared, sad (MONT2)
- Feel sorry, normal, not happening not real, excited – like fighting, laughing, shocked and ashamed about people in community, scared and worried, nightmares (TT).
Q. Do you know what ‘nonviolence’ means?
- No fighting or swearing, no violence, kind person, businessman, pommy don’t like fighting (OV)
- Rated G, no swearing, punching, no fighting, kids can watch, doesn’t set a bad example (OV)
- No bad things, not teasing, fighting or being mean, movie – say swearing or violence not much violence (OV)
- No violence, no fighting, no killing, no guns, no punching (RE)
- No swear, playing nicely, no killing, respect others, playing by the rules, no punching (RE)
- No shoot up, guts, knives, noon ay, peace – opposite to war, not normal, boring, everything the same, world not balanced, weird, no fear, have to have fear – sense of reality, unrealistic (MONT1)
- Not violence, caring, sharing, understanding, loving, no contact, happiness (MONT2)
- Kiddie games, girly types, whoosy, sissy, no swearing, happy, adventure, not using hands or legs, comes together and figure out situations (TT).
Q. What is strong?
- Walk away (OV)
- Weights, muscles, tough – macho, love – nothing can break it up, people – Olympics (OV)
- Crush Bandicoot – apples, muscles, power over self, confidence (RE)
- Strong, stand up for your self, proud of yourself (RE)
- Honourable, effect on people strong e.g. noon ay, softness in strong people, whiskey, pag-ibig (MONT1)
- Power, overrule, able to do stuff – broke fence, believing in yourself, trusting (MONT1)
- Not believing in self, not emotionally strong, emotional, sadness, negativity (MONT2)
- Standing up, confidence, trying to stop, control bully (TT)
Q. What is weak?
- Fight back, not physically strong enough, don’t fight (OV)
- Not strong, no exercise, bullies make themselves look strong, no gym – lazy (OV)
- Smackdown – fake, tired, people who cry, sookies, no confidence (RE)
- Girls, let someone stand over, boys say girls are weak, men are stronger than women (RE)
- Hate, can’t stand up for yourself, beer – no alcohol, violence – physical thing, disability – weak walk into abuse, weak, innocent people (MONT)
- Stand small, don’t stand up, crying, sulk, sissy style – weak, slang, sooking, scared (TT)
Q. What is war?
- No time in the world, wasting time can do better stuff then killing, evil, end of the world, anger, people extremely scared, unhappy because people died, sad, dying, people to scared to come out of homes, think it is a movie but its real, pain (OV)
- Killing, fighting, opposite of peace, hurting, hate, guns, bombs, pain, explosions, angriness, machines, blood, confusion (OV)
- Hatred, unhappy, sad, killing people, battle grounds, fighting, tanks and machines, feel sorry for people dying people go out with guns, killing, people die, after go to ceremony, who went to war go to cemetery to remember (OV)
- Fighting, violence, killing people, people dying, gunshots, bombs, scared if you die, painful, take lives to fight for them, torturing, weapons – nuclear, commit suicide (terrorists) (RE)
- Deadly, death, shooting, guns, bombs, Osama Bin Laden/ Saddam Hussein, planes into towers, childish – fighting over something started a fight, why, bad up bringing, blood staining a white flower and goes black and dies, building castles and raising armies, nuclear bomb (MONT1)
- Fighting, weapons, destructions, bombs, angry, PM not getting message across – greedy, freedom, kapayapaan, fighting for something, sadness, crying, tears, dying, finding themselves know it is inside them but can’t find (MONT2)
- Other people dying, no reason, fighting against another country, violence, non peace, not working together as a team, harming others, disagreement and arguments, we don’t have to kill, we are all people, enemy, hitting others put in others shoes, how you feel (TT) .
Q. Why do people have conflict or fight?
- Protect country, see who is strong, territory, revenge on someone else (country), challenge for something, so can see which countries better (OV)
- For land, revenge, to see who is better, have to (soldiers), terrorist, fun, their beliefs, no reason (OV)
- Protect country, ayaw ng mga tao sa mang-ulol sa kanilang bansa, nais na magkaroon ng higit lupa, digmaan upang makakuha ng higit pang pagkain, Hindi kailangang - bakit hindi magtanong. Sumakay sa ibabaw ng mga tao, ibig sabihin, boss sa paligid, tratuhin tulad ng mga alipin, lupigin ng lupa, labanan para sa dolyar, labanan para sa langis (OV)
- I-save sa kanilang bansa, pumalit, kaya hindi namin makakuha ng saktan, relihiyon, hindi tapat, pakiramdam malungkot (RE)
- Iba't ibang opinyon, parehong gusto parehong bagay, mga tao ay hindi makipag-usap sa pamamagitan ng mga problema, paraan mga magulang kumilos at sa tingin, kopya, hindi pagiging isang komunidad (MONT1)
- Upang makakuha ng mundo kapayapaan, selos, pera, revenge, langis, pakiramdam na sila sa , breakdown sa mga relasyon sa ibang mga bansa hal.. itigil ang nuclear armas, iba pang mga karapatan - hindi, Russia at US (MONT2)
- Poot isa't isa, upang manalo, Gusto lupa, mas mahusay na lugar upang mabuhay, labanan upang makita kung sino ang mas mahusay na, malakas, Estados Unidos, Irak, revenge, na nabigyang-katarungan, gasolina - kailangan nila ito, huwag hayaan silang, puksain ang mga ito (TT).