All posts by CPNN Coordinator

About CPNN Coordinator

Dr David Adams is the coordinator of the Culture of Peace News Network. He retired in 2001 from UNESCO where he was the Director of the Unit for the International Year for the Culture of Peace, proclaimed for the Year 2000 by the United Nations General Assembly.

“Peace and Love rooms in schools”

… EDUCATION FOR PEACE …

Sent to CPNN by Shahin Gavanji, World Peace Ambassador

Here on the earth, we have thousands of religions and ideologies in which their creators were completely sure about their authenticity. But every day we are faced with wars and bloodsheds. We should ask ourselves why?

When I was a kid I wanted to grow up and tell the world “I love you, let’s love each other and be friends”, so that no kid should be without shelter and food. But as I was growing up a question troubled me: what does peace mean? Is it just the absence of war? Or does it mean something beyond that? I saw countries in which there is no war but nobody gives water to the tree of love. Indeed what happen to the world if the tree of love becomes thirsty?


Shahin Gavanji on left
(click on photo to enlarge)

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Question related to this article:

What is the best way to teach peace to children?

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Then an idea came to my mind. What we teach to our children in childhood and adolescence is the same as what they will build in the world. Our children spend most of their time in schools. They get familiar with physics and mathematics, but nobody make them familiar with the most important subjects which are Love and Friendship. Indeed there is no lesson related to these important subjects. In my opinion if in every school we make a room with the name” Peace and Love room”, students will get familiar with the basis of peace and love.

With attention to students we can increase the self confidence between them so that they understand that they can help humankind at the national and international levels. We should teach the student how to love other in this industrial world. Every student can communicate with students in other schools. They should learn “international love” by sending a letter or a picture. In this room the students should learn the equality of men and women.

In this way children can grow up with Love as an essential part of their lives, because they have become familiar with it for many years and it was one of the most important challenges they have faced.

By the use of this idea we can create a world without enmity and hatred, a world of social justice without poverty, racism and any racial discrimination. We can live in a world with social safety, equity, peace and love and the tree of love will no longer be thirsty anywhere in the world.

EDUCATION FOR PEACE, global

Democratic Republic of Congo: Activities Report of JFDHOP during the 2018 elections

. . DEMOCRATIC PARTICIPATION . .

by Medard du Rocher-BOPE, President, JFDHOP (Youth and Women for Human Rights and Peace)

The year 2018 was marked by strong tensions associated with national elections in the Democratic Republic of Congo (DRC). On the side of power (the rulers), there was no desire to organize these elections and they sought by all means how to circumvent them.


One of their strategies was to offer one of the opposition leaders the post of Prime Minister, which would allow them to extend the term of office of those in power. This would have bypassed the election agreements of Saint Sylvestre that had been agreed on 31/12/2016.

The electoral center, an accomplice, proposed the delay the dates of the election, hoping to provoke a popular uprising that would enable them to declare a state of emergency and simply cancel the elections for a later date.

Also to circumvent the elections, a coup d’etat was prepared, the army and / or the National Police would take power by force for a few days as was done in the past with Kasa Vubu and Mobutu after independence, enabling them to declare the impossibility of organizing elections as a result of insecurity.

Several strategies were mounted; the most recent was the scenario of a fire to burn up the voting machines and bulletins on the high command avenue in Kinshasa / Gombe. Under the watchful eye of the international community, with divided opposition. Part of the latter supported the elections with or without voting machines and another was categorical: elections without a machine for several reasons:

One reason given was that the Congolese people do not have experience with voting machines. One of the proponents has even stated that he needed 6 minutes to use it, and he felt that those who do not master computers would need more or less 20 minutes.

Another argument was that by manipulating the computers, the results could be determined in advance by programming it so that each vote would be counted 3 or 5 times for one of the candidates.

All this was said to discourage the people from going to vote, to sabotage the elections and allow those holding power to cling and extend their power. Finally, the voter turnout turned out to be low at only 37%.

In brief, this was the context in which your Association “J.F.D.HO.P” went to work. Sometimes, security guards would charge us for being supporters of KAMWENA SAPU. But they ended up freeing us when they could not find any indication of KAMWENA SAPU supporters.

Several activities were organized to offer the population to go to the polls and vote. A motorized caravan was organized in October during the submission of applications, encouraging women to come forward, and to realize that they are the majority of the population. This caravan organized for 2 days in Kimbaseke, Ndjili, Makala, Nsele, part of Maluku, Masina, Ngaba, Limete and Matete.

During this period, doubts hovered over the heads of the Congolese people. Everyone supported the elections but the voting machines were called “machine to steal” and this did not inspire confidence.

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Click here for the version in French)

Question(s) related to this article:

Can you add to this analysis of the Democratic Republic of the Congo?

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Faced with this situation, your Association organized a morning with the Youth at the Church of God’s Elect at Residential Limit 13th Street to discuss the subject of elections. The theme was “Democracy and Elections”. The Association urged the youth not to give way to discouragement. They must seize the opportunity because their future depends on it. In turn, the young people gave us the mission to bring them the information about whether they were really”machines to steal”.

Your Association attended the sensitization on the voting machine in Ndjili  [a municipality in the Tshangu district of Kinshasa] and we had the opportunity for the first time to use the voting machine and to ask the necessary questions.

After this session, your Association has once again convened a meeting, this time also inviting the elders as well as youth. We explained to them how to vote with the machine. Young people as well as old people who have android phones quickly understood. For the others, it was necessary to explain them more. And, we asked the participants to reiterate to others, to convey the information that the machine is not complicated, it is enough to have in advance the numbers of your candidates, in which case everything is easy. It is more complicated and takes longer if you have to look for the number of your candidates.

But the tension was increasing around the voting machine. One of the leaders of the opposition declare openly that they would sabotage the machines.

Faced with this situation, your Association with the support of the United Nations Joint Human Rights Office distributed T-shirts with various messages of peace, (among others: voting is a right and a duty; violence is a crime; your choice in the elections; it is the Congo of tomorrow; Election yes! violence no!, etc.).

Your Association went to meet with youth associations in Kasavubu, Limete, Makala, Kalamu, Kingasani, Masina, Ndjili, Mont-ngafula and Nsele to exchange and give these messages in the churches and finally with the activists of the political parties. We first went down to the UDPS / Tshisekedi headquarters at Limete 10th Street. We exchanged with the militants of this party and distributed to them the messages of non-violence and peace. To avoid being confused with the candidates to the elections and to avoid being stoned by the population, the members of the Association wore the T-shirt when going to the peripheral districts of the city of Kinshasa such as Malueka, Kimbaseke, Ferbois , Siwabanza, Makala etc.) At bus stops, markets, etc. we distributed messages and spread this message of non-violence and peace. A strong sensitization was also made to the Church of the elect of God in Limete 13th Street by the president of the Association Mr. Medard du Rocher-BOPE. Your Association has also used social networks (facebook, etc.) for a wide dissemination of message.

The postponement of the elections from December 23 to December 30 further sowed doubt about effective organization. Your Association, always close to young people, reassured them by reminding them of the will of the International Community to bring our country to the organization of elections.

Finally, J.F.D.HO.P are volunteers. After voting, they circulated in different polling centers to see what was happening and to assess the degree of violence. Some of our members were in the center until the results were posted.

[Editor’s note: As of the date of posting of this article, the opposition candidate Felix Tshisekedi has been sworn in as President in the country’s first transfer of power via an election in 59 years of independence. However, there are claims that the election was actually won by another opposition candidate, Martin Fayulu, and tensions remain high in the country.]

Africa, DEMOCRATIC PARTICIPATION, FREE FLOW OF INFORMATION

Book review: On the frontlines of peace

EDUCATION FOR PEACE .

An article from  Peace News

In places like South Sudan, Syria and Congo failed peace pacts have devastating consequences. Now, renowned author Séverine Autesserre is writing a new book [“On the frontlines of peace”] that focuses on a different approach to peace than traditional high-level negotiations: ‘peace from below’. And where it’s working.


video

“Peace from below is peace built by ordinary people, people like you and me,” Dr Autesserre, a professor of Political Science at Barnard College, Columbia University, said. 
 
“It’s peace that’s built by teachers who go and decide to meet with former students who have become militia leaders, it’s peace built by uncles, mothers, fathers, cousins, who go and meet with family members who are fighting. It’s peace built by local leaders as well, by traditional chiefs or local mayors or local elite who decide to do whatever they can to mediate conflict within their communities.”
 
Just one peace summit, arranged at a national or international level can cost millions, so why aren’t the big negotiations working?
 
“There is absolutely nothing wrong with peace by political leaders,” said Dr Autesserre. “Except that very often it doesn’t happen, it just doesn’t work.”

”What happens is political leaders sign agreements, sometimes they hold elections, and very often the media headlines praise peace, and then a week or two later – sometimes just days after – violence flares up again. Often it never actually ended, and in many cases it lasts for years after.”
 
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Question for this article:

What are the most important books about the culture of peace?

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“The problem is that currently we are always focusing our efforts on the top, on political leaders, on elite, and we very rarely support peace at the grassroots.”
 
But Dr Autesserre explained that lasting peace requires both these top-down and ground-up approaches. 
 
“Because very often the causes of violence themselves are both top-down and bottom-up. The causes are both political leaders who are fighting (presidents, rebel leaders who are fighting) but also ordinary people who are fighting or who are supporting combatants.”

In the Democratic Republic of the Congo the residents on the island of Idjwi have used a ‘peace from below’ approach to avoid violence, despite surrounding conflict claiming millions of lives.

“Idjwi has all of the conditions that have led to violence in surrounding provinces in other parts of Congo,” said Dr Autesserre. “So you have ethnic tension, you have land conflict, you have geo-strategic location, mineral resources, I could go on and on. But the inhabitants of Idjwi have managed to build peace, and maintain peace, by building on ordinary people and local leaders.”


”What they’ve done is promoted what they call a ‘culture of peace’ – they are very, very proud of their identity as a peaceful island.”


The island’s schools, churches and local organizations strengthen peace here, and respect for local customs also helps. For example, the community sometimes build on blood pacts, a kind of traditional promise between two families who to refrain from violence against each other.

A lack of research means grassroots peacebuilding needs more attention in the academic sphere, but there’s one common theme Dr Autesserre has observed in the various locations she’s studied.
 
“It’s, again, the involvement of ordinary people and local leaders,” she said. 
 
“It’s really the fact that every single member of the community feels that is it his or her responsibility to help build peace, rather than waiting on a Hail Mary, or rather than waiting on a savior, rather than waiting for political leaders, or for United Nations peacekeepers to come and build peace, it’s really taking peace in to their own hands and trying to build peace on an everyday level. That’s what really matters.”

EDUCATION FOR PEACE, global

Lesotho: Is 2019 a year of peace in our schools as peaceful school model takes shape?

EDUCATION FOR PEACE .

An article from Development for Peace Education

“Students’ enthusiasm in learning has been unleashed by peaceful school model”. This was said by teachers at Fusi and Hareeng teachers at the plenary session organised by Development for Peace Education in Maseru on the 11th December 2018. They shared how the students took a lead on different activities they were assigned responsibility on.


Molefi Pakiso teacher at Fusi Secondary, Senekane Community Council  in Berea shared his excitement “ through the effectiveness of  sports minister the school is now engaging on sports activities unlike the past years….”..

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Question for this article:

Where is peace education taking place?

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Madam Joalane Sekoati from Hareeng High School said she was amazed by one of the campaigners who used teachers’ dodging of classes as his promise message. “one of the students who campaigned for the position of education minister stated that he is going to ensure that a teacher who may miss his/her lessons will pay for those lessons missed…… that  made every teacher to attend lessons to avoid further embarrassment ….”. She said.

A total of 12 schools in the 8 DPE areas are ready to have students’ elections in the first quarter of 2019. This shall be preceded by leadership orientation on peaceful school model that shall take teachers and principals including those not directly involved.This shall make all DPE areas have functional peaceful school models. It is anticipated that schools will deal better with conflicts and employ peaceful strategies to address problems. Involving students positively will enhance school performance. The baseline study on how these schools deal with conflict and how students are allowed and enabled to participate in the creation of peaceful learning environment is underway. It shall be used against what would have been achieved in the next 18 months. This initiative is proudly supported by Bread for the World.       

Africa, EDUCATION FOR PEACE

Promotion of peace and peace education through schooling: Perspectives and experiences of girls and boys in Mauritius

EDUCATION FOR PEACE .

Abstract from the thesis of Priya Darshini Baligadoo at Nottingham University

This thesis explores young boys’ and girls’ perceptions and experiences of their schooling in the small island developing state of Mauritius. It brings to the forefront problems related to cultural and structural violence that can hamper a peaceful schooling in three state secondary schools: a single-sex girls’ school, a single-sex boys’ school and a mixed school which also promote the educational theories of M.K. Gandhi and Rabindranath Tagore. The findings reveal that there can be a ‘fideistic’ attitude to Gandhi and Tagore in this context, which highlight the need for a critical peace education that question taken-for-granted assumptions. It also shows that in schools, problems can be hidden and not discussed.

video of Priya Darshini Baligadoo

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Question for this article:

Where is peace education taking place?

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The methodology was based on a participatory worldview that asserts the importance of a ‘holistic inquiry’ and learning from the ‘Other’ for peaceful coexistence. In this regard, there can be serious ethical challenges for a ‘native’ researcher to conduct participatory research with young people in a small-connected community like Mauritius.

The research also brings together various philosophies of education and peace for the promotion of peace education. It builds on commonalities from the East and West to highlight the importance of the ‘holistic’ in peace education. It promotes the concept of ‘wholeness’ as much emphasised in the East. The research was informed by M.K. Gandhi’s, Rabindranath Tagore’s and Maria Montessori’s educational theories for peace. It was also gender-sensitive and promoted a ‘peace-focused-feminism’, which is grounded in the Eastern philosophies of ‘Yin’ and ‘Yang’, ‘Shakti’ and ‘Shiva’ and ‘Prakriti’ and ‘Purusha’.

[Editor’s note: The full thesis is available from the University by requesting here.]

EDUCATION FOR PEACE, South Asia

2019 Doomsday Clock Statement

DISARMAMENT & SECURITY .

Press release by The Bulletin of the Atomic Scientists

Humanity now faces two simultaneous existential threats, either of which would be cause for extreme concern and immediate attention. These major threats—nuclear weapons and climate change—were exacerbated this past year by the increased use of information warfare to undermine democracy around the world, amplifying risk from these and other threats and putting the future of civilization in extraordinary danger.


Video of announcement

In the nuclear realm, the United States abandoned the Iran nuclear deal and announced it would withdraw from the Intermediate-range Nuclear Forces Treaty (INF), grave steps towards a complete dismantlement of the global arms control process. Although the United States and North Korea moved away from the bellicose rhetoric of 2017, the urgent North Korean nuclear dilemma remains unresolved. Meanwhile, the world’s nuclear nations proceeded with programs of “nuclear modernization” that are all but indistinguishable from a worldwide arms race, and the military doctrines of Russia and the United States have increasingly eroded the long-held taboo against the use of nuclear weapons.

On the climate change front, global carbon dioxide emissions—which seemed to plateau earlier this decade—resumed an upward climb in 2017 and 2018. To halt the worst effects of climate change, the countries of the world must cut net worldwide carbon dioxide emissions to zero by well before the end of the century. By such a measure, the world community failed dismally last year. At the same time, the main global accord on addressing climate change—the 2015 Paris agreement—has become increasingly beleaguered.The United States announced it will withdraw from that pact, and at the December climate summit in Poland, the United States allied itself with Russia, Saudi Arabia, and Kuwait (all major petroleum-producing countries) to undercut an expert report on climate change impacts that the Paris climate conference had itself commissioned.

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Question related to this article:

Can we abolish all nuclear weapons?

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Amid these unfortunate nuclear and climate developments, there was a rise during the last year in the intentional corruption of the information ecosystem on which modern civilization depends. In many forums, including particularly social media, nationalist leaders and their surrogates lied shamelessly, insisting that their lies were truth, and the truth “fake news.” These intentional attempts to distort reality exaggerate social divisions, undermine trust in science, and diminish confidence in elections and democratic institutions. Because these distortions attack the rational discourse required for solving the complex problems facing humanity, cyber-enabled information warfare aggravates other major global dangers—including those posed by nuclear weapons and climate change—as it undermines civilization generally.

There is nothing normal about the complex and frightening reality just described.

The Bulletin of the Atomic Scientists Science and Security Board today sets the Doomsday Clock at two minutes to midnight—the closest it has ever been to apocalypse. Though unchanged from 2018, this setting should be taken not as a sign of stability but as a stark warning to leaders and citizens around the world. The current international security situation—what we call the “new abnormal”—has extended over two years now. It’s a state as worrisome as the most dangerous times of the Cold War, a state that features an unpredictable and shifting landscape of simmering disputes that multiply the chances for major military conflict to erupt.

This new abnormal is simply too volatile and dangerous to accept as a continuing state of world affairs.

Dire as the present may seem, there is nothing hopeless or predestined about the future. The Bulletin resolutely believes that human beings can manage the dangers posed by the technology that humans create. Indeed, in the 1990s, leaders in the United States and the Soviet Union took bold action that made nuclear war markedly less likely—and that led the Bulletin to move the minute hand of the Doomsday Clock far from midnight.

But threats must be acknowledged before they can be effectively confronted. The current situation—in which intersecting nuclear, climate, and information warfare threats all go insufficiently recognized and addressed, when they are not simply ignored or denied—is unsustainable. The longer world leaders and citizens carelessly inhabit this new and abnormal reality, the more likely the world is to experience catastrophe of historic proportions.

DISARMAMENT & SECURITY, global

Mexico: Teachers from more than 800 schools trained in culture of peace

EDUCATION FOR PEACE .

An article from Notimx

With the objective of sensitizing Mexican teachers about the importance of the process of peaceful conflict transformation within the classroom and school, the Secretary of Education of the State of Mexico, through the Council for School Coexistence ( Convive), has launched the program “Learning to live together in a culture of peace”.


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Questions for this article:

Where is peace education taking place?

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As the central axis of this program, Convive has developed a series of manuals for teachers, students and parents at all educational, which provide theoretical and practical tools for the strengthening of harmonious coexistence .

In this regard, Elizabeth Ozuna Rivero, Director General of the Council, explained that the program follows the educational policy of Governor Alfredo Del Mazo Maza, who positions the education sector as one of the determining factors for the welfare of society. In the first stage of the program the principals of the primary schools of the regions of Toluca, Atlacomulco, Metepec and Valle de Bravo were trained, representing a coverage of 876 schools, both public and incorporated.

It is intended that by 2019, all schools in the state will have this material that will strengthen the teaching task to promote a culture for peace.

In addition, training sessions will be conducted for school leaders in each of the regions of the State of Mexico.

(Click here for the original article in Spanish)

EDUCATION FOR PEACE, Latin America

UNESCO Awards Jose Marti Prize to Roberto Fernandez Retamar

FREE FLOW OF INFORMATION

An article from Prensa Latina

UNESCO Director General Audrey Azoulay awarded the Jose Marti International Prize to the outstanding Cuban intellectual Roberto Fernandez Retamar, diplomatic sources announced Monday.

The award, proposed by an international jury, was given to Fernandez Retamar, one of the most prestigious voices of Cuban literature, with a deep Marti vocation and conviction, said a diplomatic statement.

‘President for four decades of the cultural institution Casa de las Americas, Fernandez Retamar has contributed permanently, from this prestigious center, to the promotion of peace, solidarity, human rights and equality among Latin American and Caribbean nations, values recognized by this Award’, said the statement.

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(Click here for a Spanish version of the article)

Questions related to this article:

Where in the world can we find good leadership today?

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The outstanding essayist has a trajectory of excellence in the cultural field, and has dedicated a considerable part of his work to the study, teaching and dissemination of the Apostle Jose Marti’s values and ideals.

The decision, according to the jury, recognizes the Cuban intellectual’s work ‘to advocate for justice, the protection of children, the ethical development of peoples, the recognition of the dignity of each man and woman and the importance of combating racism.

The UNESCO Jose Marti Prize was established by the Executive Board, at Cuba’s initiative, in November 1994, which implied recognition of the universality and validity of the Cuban National Hero’s ideals.

The award is designed to encourage and reward a particularly meritorious activity which, in accordance with Marti’s ideas and spirit, has contributed to the unity and integration of Latin American and Caribbean countries, as well as to the fostering of a culture of peace and the cohesion of countries.

The prize-giving ceremony will be held on the occasion of the Fourth International Conference for World Balance, to be held from January 28 to 31 at the Havana Convention Centre.

The event’s scientific agenda includes several issues of special impact on UNESCO’s mandate, including intercultural dialogue, peace, access to education and culture for the exercise of human rights, and solidarity and integration in Latin America and the Caribbean.

FREE FLOW OF INFORMATION, Latin America

Angola: Culture ministry analyzes programme of Luanda Biennal

FREE FLOW OF INFORMATION

An article from Agência Angola Press

The Ministry of Culture analyzed on Friday in Luanda, aspects concerning the preparation of the Biennale of Luanda , a Pan-African Forum for Culture of Peace to kick off in the second fortnight this year.


Angola and UNESCO sign agreement for Luanda Biennal

The meeting, in which the national coordinator of the biennale was introduced, Alexandra Aparício, discussed issues related to the programme of the event to be held in the ambit of the agreement signed by Angola and UNESCO in December 18 of 2018 in Paris.

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(Click here for the Portuguese version of this article.)

Question related to this article:

The Luanda Biennale: What is its contribution to a culture of peace in Africa

Will UNESCO once again play a role in the culture of peace?

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For the execution of the activities slated for the biennale, the Culture minister, Carolina Cerqueira, stressed the need for the involvement of all sectors of the society, mainly the staff of the sector, representative of the civil society, artists, writers, associations, cultural groups, show makers and journalists.  

The programme can also include discussions on the role of young people to combat corruption and woman’s protection against domestic violence, resolution of conflicts and the challenges to bolster dialogue and friendship amongst peoples.
 
The holding of the Biennale of Luanda shows the political willingness of the Angolan government to establish a closer cooperation with UNESCO, with view to promoting a true culture of peace in Africa and represents the recognition of the country’s example of strengthening peace and national reconciliation.  
 
The event will also count on the support of the African Union.

Africa, FREE FLOW OF INFORMATION

Togo: Young people in West Africa trained in Lomé for conflict prevention

EDUCATION FOR PEACE .

An article by Bernard Yao Adzorgenu in L.frii

“Gender and responsible citizenship in youth circles for peace in West Africa”: this is the theme that, since 22 January 2019 in Lomé, has brought together some one hundred young people from nine countries in the sub-region .

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(Click here for the original version of this article in French)

Question for this article:

Where is peace education taking place?

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For four days, these young people will be equipped to work collectively in the West African region to reduce of conflicts and to bring peace.

The training will include conflict prevention and the culture of peace, civic democracy, the notion of female leadership in the African context, etc.

“It’s about empowering these leaders to work collectively in the region to reduce conflict, in line with UN Security Council Resolutions 2250 and 1325. These conflicts affect especilly young people and women,” said Edoward Pilewa Karoue, President of the International Catholic Students Movement (IMCS).

The countries represented are Benin, Burkina Faso, Côte d’Ivoire, Ghana, Mali, Niger, Nigeria, Senegal and Togo.

Africa, EDUCATION FOR PEACE