Category Archives: EDUCATION FOR PEACE

Forum in Brazil: Peace, How Is It Done?

. EDUCATION FOR PEACE .

An activity of Palas Athena

A forum with Marlova Noleto, Laura Roizman and Lia Diskin to be broadcast May 10 19h (time in São Paulo) on facebook and youtube

“When UNESCO directs its efforts towards the search for a culture of peace, it is immediately apparent that the anchor of such a search is education. This is because the achievement of peace presupposes, among others, the right to education, a foundation of societies more just, equitable and inclusive, and one of the pillars of sustainable development.The challenge is to find the means to transform attitudes, values ​​and behavior in order to promote peace and social justice, security and non-violent conflict resolution. ”

Marlova Jovchelovitch Noleto
Director and Representative of UNESCO in Brazil

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(Click here for the original article in Portuguese.)

Question related to this article:
 
What is the relation between peace and education?

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“We all seek peace and no one in their right mind can stand in favor of wars, social inequalities, the destruction of the environment. Even so, our schools, universities and families do not educate for peace. Responding to these challenges Lia Diskin and I wrote the book Paz, como se faz? Seeding a culture of peace in schools, the result of a partnership between UNESCO and the Palas Athena Association. It is in its 4th edition and is freely distributed in public schools and educational establishments. for download from various sites.”

Laura Gorresio Roizman
Biologist, PhD in Environmental Health from the University of São Paulo

“In uncertain times there are transformations being developed in silence and darkness, but from time to time they erupt on the surface causing a flash, a roar: asking for reflection, pause to check information, verify sources and discover the intentions that sustain them. Thus, a girl named Greta Thunberg sat at the doors of the Swedish Parliament to ask for measures to be taken to mitigate the consequences of climate emergencies. Today, in the free press, we follow Russian journalist Marina Ovsyannikova who, despite the risks to her own life has denouncesd the war against Ukraine. Culture of peace demands action, courage, insistence and persistence.”

Lia Diskin
Comitê da Cultura de Paz e Não Violência
www.palasathena.org.br • comitepaz.org.br

Peace Train (Music Video of the Week)

EDUCATION FOR PEACE .

An article from TRANSCEND Media service

Music Video of the Week, 18 Apr 2022 : Yusuf/Cat Stevens | Playing For Change –

“Peace Train” – Yusuf/Cat Stevens’ timeless anthem of hope and unity was originally released in 1971. This Song Around The World version features more than 25 musicians from 12 countries, and Cat Stevens singing and playing a beautiful white piano in a tranquil open air setting in Istanbul, Turkey.


(Click on image to go to the video)

(Editor’s note: According to the Wikipedia article about Cat Stevens, he has publicly performed and/or recorded “Peace Train” on numerous occasions, including the first time in 1971 in the album “Teaser and the Firecat”, which reached number two and achieved gold record status within three weeks of its release in the United States

In October 2001, at the Concert for New York City, condemning the attacks of September he sang “Peace Train” for the first time in public in more than 20 years, as an a cappella version.

In 2003, he performed “peace train” in a compilation CD, which also included performances by David Bowie and Paul McCartney.

In December 2006, he performed “peace train” at the Nobel Peace Prize Concert in Oslo, Norway, in honour of the prize winners, Muhammad Yunus and Grameen Bank.

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Question for this article:

What place does music have in the peace movement?


(Click on image to go to the video)

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In April 2007, BBC broadcast a concert that included “peace train”, his first live performance in London in 28 years.

In July 2007, he performed at a concert in Bochum, Germany, in benefit of Archbishop Desmond Tutu’s Peace Centre in South Africa, including “peace train.”

On 30 October 2010, Yusuf performed “peace train” at Jon Stewart and Stephen Colbert’s spoof Rally to Restore Sanity and/or Fear in Washington, DC, singing alongside Ozzy Osbourne.

In 2014, he was selected into the Rock and Roll Hall of fame and was inducted by Art Garfunkel at the Barclays Center in Brooklyn, New York, where he performed “Father and Son”, “Wild World”, and “Peace Train”.

In New Zealand on 29 March 2019, he performed “Peace Train” at the National Remembrance Service for victims of the Christchurch mosque shootings.

And finally in 2021, as shown above, he teamed up with Playing for Change to record a new version of Peace Train with over 25 musicians from 12 countries.)

Transformative Peace Initiatives through TOCfE Tools

… EDUCATION FOR PEACE …

Special to CPNN from Nancy Oley

Community leaders from the United States, Singapore, Myanmar and Somalia reported on their ongoing peace projects in a session entitled “Transformative Peace Initiatives through TOCfE Tools” at the virtual TOCfE International Symposium on February 26, 2022. Presentations of the four speakers are summarized below.

Kathy Suerken is a Rotarian, President of Theory of Constraints for Education, Inc. (TOCfE) and organizer of the TOCfE International Symposium. Founded by the late Israeli physicist Eliyahu Goldratt, TOCfE is dedicated to the application of the Theory of Constraints (TOC) to education. Suerken argues that peace is not a zero-sum game in which “I win, and you lose;” it is a process. The tools and strategies of TOC are the means by which we develop a “win-win” mindset and find “win-win” solutions to conflicts, assuring that no one is harmed. Even young children have used the simple TOC thinking and communication tools to resolve conflicts and become peacemakers on the playground and in their classrooms. TOCfE is currently active in 23 countries and six continents.

The Rotary Peace Fellowship Program is a program designed for community leaders who have experience in and are committed to international peace and development. Fellows are offered financial support and are trained at international Rotary Peace Centers to carry out projects promoting peace around the world as they pursue a master’s degree or Professional Development Certificate. There are currently 1,300 Fellows working in 115 countries. Fellowships are awarded through local Rotary Clubs.

Two Peace fellows whose work is described below are using the graphical tools of TOC to prevent and resolve conflicts (win-win solutions), to logically analyze cause-effect relationships, to analyze and sequence the steps needed to achieve a goal, and to create systemic change.


Christina Cheng, Singapore Director of TOC for Education and a Rotary Peace Fellow, noted that the cost of conflict and violence is 10% of the world’s GDP or about $5 per person. Given that 9% of the world lives on less than $1.90 per day, a 3% reduction in conflict spending could fund the entire global food aid fund. Countries that ranked high on the 2021 Global Peace Index based on their safety and security, domestic and international conflict, and militarization, also ranked high on the World Happiness Report (2021) that measures life evaluations, as well as positive and negative emotions. Happiness is correlated with a sense of security, and security is correlated with physical peace. However, countries ranking high on happiness are also among the highest users of anti-depressants, suggesting that the absence of physical conflict/ war or “negative peace” is not sufficient. For a society to have “positive peace” – to be free from stress, anxiety, depression, and unresolved personal conflicts – mindsets, attitudes, systems and structures must be changed. Studies show that training in the areas of conflict resolution and problem-solving can reduce the incidence of depression in youth. So why, then, is so little time and money spent on teaching these skills in school? TOCfE provides the tools for people of all ages, races, religions, genders and cultures to analyze problems and to resolve conflicts logically without blame or anger, producing more harmonious and peaceful individuals, families and communities.

In this regard, an important application of TOC tools has been with repeat offenders. TOCfE training helps inmates recognize their negative thinking patterns by identifying the root cause of their behavior and uncovering mistaken assumptions that have led them into a downward spiral. Simple TOC peace tools have also been taught to men and women in halfway houses, military prisons, and drug rehabilitation centers.
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Question for this article:

Mediation as a tool for nonviolence and culture of peace

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Pastor Fidy Sung lang Len is Head of the Women’s Department and Christian Education Department of the Olive Baptist Church, a Committee Member in the Hakha Baptist Association (HBA) Women’s Division, a Committee Member in the HBA CE Department, and a Committee Member in the Cultural Department of Chin Association for Christian Communication.  Collectively, these groups touch roughly 35, 000 women/girls and 15, 000 children from the Hakha Chin community. According to Len, the Chin people are the smallest, poorest, and least educated minority group in war-torn Myanmar, with gender inequality, violence and abuse deeply rooted in their culture and identity.

Len has used TOC thinking process tools to help empower Chin women, despite the cultural, religious, and political obstacles to doing so. The cloud  tool was used to resolve conflicts. In Len’s work there is a conflict between the desire/want to speak out against gender inequality and the desire/want to not speak out. Each of these alternative “wants” is necessary to fulfill its associated “need”— to help others and improve the situation on the one hand, and to avoid further conflict and unhappiness on the other. The overarching goal, to have a happy and satisfying life, can be achieved by fulfilling both needs. By logically examining the assumptions underlying the suggested causal connections between wants and needs, one can find ways to satisfy the needs and provide a “win-win” solution to the conflict. Len’s analysis suggested a number of steps to be taken, among them: partner with international non-governmental organizations with knowledge of how to reduce gender inequality, work for equal education, introduce concepts of gender equity into the early curriculum, work with church leaders to correct misunderstanding of biblical teachings about gender, always include men’s voices in the discussion, speak to men with respect and sensitivity to their fears, work with respected male leaders to champion women’s equity, and emphasize that gender equity benefits both women and men.


Sharmarke Yusuf, Rotary Peace Fellow, Certified TOC Facilitator and TOC Country Director, noted that Somalia’s two-decades long armed conflict and civil war has had a psychological impact on the population, and that to be successful, any educational approach must promote inclusivity, peace, respect, non-violence and avoid blaming others. Toward this end, local teachers learned TOC critical thinking and communication tools to empower youth with coping and decision-making skills, self-understanding, and the psychological support they need to resist being manipulated by others.

As one example, Yusuf noted that early marriage prevents young Somalis, especially women, from attaining their educational goals. Using the graphical TOC cloud tool, a young couple came to understand their common goal (a happy family together), what each person needed (not to lose the relationship/continue in school), and how their wants conflicted (marry now vs. not marry now). By critically examining the assumptions underlying their conflict, they came to recognize that their common goal would be easily met if they both continued their education, a “win-win” solution.

Yusuf also outlined his efforts to prevent the radicalization of incarcerated youth using TOC tools to change the systemic factors contributing to incarceration and destructive post-release behaviors. He analyzed “what to change,” “what to change to,” and “how to cause the change.” His ongoing study includes 10 female and 10 male youth 18-32 who are school dropouts, unemployed and/or involved in conflict—- a population very vulnerable to being used for fueling conflicts, radicalization and extremist violence. The goal of the project is to engage and empower the participants to be a positive force for transformation and peace through: training in TOC communication, thinking and conflict resolution tools; “positive peace” education; employment skill building; and community volunteer activities. The number of young people participating in the interventions and their attitudes before and after the interventions are being measured. At the end of the study, he will assess participants’ integration into their community, their ability to think critically, and their success at making changes in their lives, i.e., to be agents of peace and productive community members.

(Comments on this topic may be sent to coordinator. Please indicate if you wish them to be published with this article and/or forwarded to its author.)

World Theatre Day March 27

… EDUCATION FOR PEACE …

From the website of the International Theatre Institute

World Theatre Day (WTD) was created by the International Theatre Institute (ITI) and was celebrated for the first time on 27 March 1962, the date of the opening of the “Theatre of Nations” season in Paris. Ever since, each year on that date, World Theatre Day is celebrated on a global scale.

The goals of World Theatre Day, as with International Dance Day are

° To promote the art form across the world.

° To make people aware of the value of the art form.

° To enable the dance and theatre communities to promote their work on a broad scale so that opinion leaders are aware of the value of these forms and support them.

° To enjoy the art form for its own sake.

One of the most important actions for the WTD is the circulation of the World Theatre Day International Message through which, at the invitation of the ITI, a figure of world stature shares her or his reflections on the theme of Theatre and a Culture of Peace. The first World Theatre Day International Message was written by Jean Cocteau. The message is translated into different languages and distributed widely. See www.world-theatre-day.org for more information and ideas about how to mark World Theatre Day.

Letter to the Members and Friends of ITI – a Statement for Peace and a Constructive Dialogue

Dear members and friends of the International Theatre Institute, dear fellow human beings

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Question for this article:

The theatre, How can it contribute to the culture of peace?

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In 1948, with much of Europe and the wider world in ruins at the aftermath of World War II, it was the great cultural institutions of the time that pulled the civilization out of the mire. The ITI has been founded for using the performing arts for mutual understanding and peace.

Now, the world is upside again and the International Theatre Institute must stand again as a beacon of peace and unity for its members, the performing arts, and the world as a whole.

This letter sets forth the ITI’s stance on the ongoing conflict between Russia and Ukraine and the ensuing humanitarian crisis.

First, we wish all the members and friends of ITI, and the people who suffer, are safe. We ardently hope for a speedy ceasefire, and for the guns to fall silent. We wish that governments, the artists and the people are building up a respectful dialogue to solve the situation.

The Preamble to the Constitution of UNESCO declares that “since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed.” Since its inception, ITI has followed this tenet of UNESCO,and uses education and culture to inform, inspire and engage people everywhere to foster understanding and respect for each other. Through the international exchange of knowledge and practice in the performing arts, ITI intends to deepen mutual understanding and increase creative cooperation between all people of the performing arts.

ITI is a global alliance of people from all ethnicities, nationalities, and religious backgrounds; the commitment to the humanitarian path must always be fostered. Our extension of friendship and cultural understanding through the performing arts is needed now, more than ever. We must double our efforts to make sure all are included in our alliance, regardless of the country they hail from.

In times of war and political upheaval, it is the people who suffer most. We must work to alleviate this. As such, ITI will never punish or exclude members based on the decisions of their government. Our purpose is to overcome divisions, and to keep the lines of communication wide open between all peoples of the world.

We stand for peace and freedom!!!

Mohamed Saif Al-Afklam, President of International Theatre Institute

Tobias Biancone, Director General of ITI

3 March 2022

Mali: ancient manuscripts in favor of reconciliation and peace

… EDUCATION FOR PEACE …

An article by Mamadou Sangaré in Les Echos de Mali (translation by CPNN)

In order to promote and enhance ancient manuscripts, the NGO Savama DCI met with its partners on Monday, February 21, to talk about strengthening the process of reconciliation and peace.


The project named “Inspiration from Ancient Manuscripts for Reconciliation and Peace” is an initiative of SAVAMA-DCI in partnership with the Ministry of Crafts, Culture, Hotel Industry and Tourism, and supported by the Embassy of Great Britain and Northern Ireland in Mali.

Indeed, it is addressed, in the first place, to academics and actors of national education to encourage knowledge and exploration of endogenous sources in order to draw from them possible solutions to today’s challenges.

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(Click here for the original article in French)

Questions for this article:

Can a culture of peace be achieved in Africa through local indigenous training and participation?

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In addition, it is addressed to decision-makers at the levels of the various institutions of the republic, in order to draw their attention to the contribution that the study and exploration of ancient manuscripts can bring in terms of political, economic, social and cultural ideas that support the development of the country.

Without forgetting the customary and religious authorities as well as the political class and civil society. This project allows them to learn from the lessons of ancient manuscripts in their daily actions for the development of the country.

The Ambassador of Great Britain, Barry Owen, invited the diplomatic and partners of Mali to support the efforts of Mali in its quest for endogenous solutions to face these development challenges. According to the English diplomat, it is a question of  sensitizing the general public in general on the importance of ancient manuscripts and the lessons they convey for the development of populations in political, economic, social and cultural life.

The representative of the Minister of Handicrafts, Culture, Hotel Industry and Tourism, Hamane Demba Cissé, indicated that the initiative will make it possible to know about ancient manuscripts, to divulge their teachings in favor of reconciliation and peace. In addition, “these lessons, he said, will serve as references and a guide to lasting peace in a prosperous Mali, based on democratic values ​​and good governance. »

The project revolves around six manuscript works that have been critically edited and translated by SAVAMA-DCI. These include, among others, the culture of peace and the spirit of tolerance in Islam, the council enlightening the villainy of conflict between believers, the principles of justice for rulers and high personalities, the approach to religion on the duties of kings and rulers, human interests related to religion and the body, and development of the morals of nobles.

Puerto Rico : Educate for a Culture of Peace

. EDUCATION FOR PEACE .

An opinion piece by Dra. Matilde García Arroyo and Hilda E. Quintana in
El Vocero de Puerto Rico

In the past week we have seen many messages on social networks about the value and importance of peace. There are two messages that have impacted us and motivated us to write again about the urgent need to educate for peace. We want to share these two messages, since they invite us to reflect not only on the war in Ukraine, but on the many other wars that are taking place in the world, some not necessarily with war tanks, missiles and bullets.

One of the messages is a quote from Maria Montessori: “Everyone talks about peace, but nobody educates for peace, people educate for competition and this is the beginning of any war. When we educate to cooperate and be in solidarity with each other, that day we will be educating for peace”.

When we read the words of Montessori, we think about whether it will be possible for educational systems to begin to be modified so that we leave behind so much competition and the desire to be better than “the other”. This is not only happening among children and youth, as we see it among teachers and administrators as well. There is always that need to destroy the “other” or overshadow it so that we see ourselves better and more powerful. Do you agree with us? We leave that question for you to reflect on the quote from this great educator.

In addition, a few days later we came across a quote from Malala Yousafzai, who was shot at close range by the Taliban on her way home from school in Pakistan on October 9, 2012. This attack was in retaliation for her courageous activism for of the education of all children, and especially for that of the girls of the world who do not enjoy the same rights to education as boys. Today she is still very active fighting for peace and education.

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(Click here for the original article in Spanish.)

Question related to this article:
 
What is the best way to teach peace to children?

What is the relation between peace and education?

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These are her words that circulate through the networks these days: “If you want to end the war with another war, peace will never be achieved. The money spent on tanks, weapons and soldiers should be spent on books, pencils, schools and teachers.

Don’t you think that Malala speaks a great truth? However, today it seems that many people, not just politicians, prefer war. We see it in messages everywhere, where it is stated that “this new war” can be ended in a very simple way: by attacking the invading country. Could it be that those who are in favor of ending the war with another war do not think about the consequences of that action?

The claims for peace of many citizens in the world make us reflect on what we have failed. We fear that much begins in our homes, where competition is promoted and “you take off so I can put on” and that same message continues at school, as Montessori says. Therefore, it is imperative that we begin to reflect on our attitudes and visions about education at home and at school. We, as educators, are concerned about the role that teachers play in developing a culture of peace.

Let us remember that in 1997 the General Assembly of the United Nations Organization (UN) proclaimed the year 2000 as the Year of the Culture of Peace (MANIFESTO 2000 FOR A CULTURE OF PEACE AND NON-VIOLENCE, Encuentros-multidisciplinares.org) . To celebrate such an important occasion, a group of Nobel Prize winners drafted a manifesto that contains a series of key principles with which it is necessary for every citizen to commit himself in daily life, in the family, at work, the community, the country and the region to achieve a culture of peace. We highlight the following:

1. Practice active non-violence, rejecting violence in all its forms: physical, sexual, psychological, economic and social, in particular towards the most deprived and vulnerable such as children and adolescents.

2. Defend freedom of expression and cultural diversity, giving preference always to dialogue and listening without engaging in fanaticism, defamation and the rejection of others.

Mexico : Renowned researchers share their experience of the UNESCO Chairs of the Latin American and Caribbean Region

… EDUCATION FOR PEACE …

An article from ZHN Zacatecas Hoy

In order to investigate the alternatives and strategies to implement a culture of peace program in educational systems, professors from the United Nations Educational, Scientific and Cultural Organization (UNESCO ), participated in a discussion entitled “Experiences of the UNESCO Chairs of the Latin American and Caribbean Region”.


Adolfo Rodríguez Guerrero

To initiate these activities, the program coordinator of the education sector of UNESCO in Mexico, Adolfo Rodríguez Guerrero, indicated that the function of these Chairs is to support the solutions of the problems of sustainable development that are being presented during the last 20 or 30 years.

He explained that the UNESCO Chains is a program that contributes actions and reflections. they contribute to the collective intelligence, knowledge and innovation that is generated by universities in search of global citizenship.

Rodríguez Guerrero stressed that this specialized unit of the United Nations in our country is working for sustainable development through two elements: a global culture of peace and sustainability through an educational innovation, that is, a change in higher education that promotes knowledge and learning digital through new information technologies.

The coordinator of the UNESCO Chair of the National Autonomous University of Mexico (UNAM), Gloria Ramírez Hernández, focused on explaining the importance of human rights in the work that has been carried out in these Chairs since 1992, promoting values, attitudes and behaviors that reflect respect for life and eradicate violence in all its forms.

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(Click here for the original article in Spanish)

Questions for this article:

How can we promote a human rights, peace based education?

Is there progress towards a culture of peace in Mexico?

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

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She pointed out that these actions seek to reinforce the human rights and freedoms of each person, visualizing the culture of peace as a preventive action through the construction of democracy and the management of conflicts, resolving them with peaceful means.

Explaining her experience as a coordinator of this chair in the UNAM, the speaker highlighted her work of developing consciousness about the application of human rights. This is done by research, teaching and dissemination through fields of knowledge, lines of research and projects that seek to prevent violent attitudes.

One of these projects is the National Program of Education in Human Rights, which has the objective of promoting a culture of defense, promotion and response in human rights in all types, levels and modalities in a comprehensive approach that favors governance, democracy and peace.

Finally, the professor stated that “peace cannot advance without women”, and she mentioned that “conflict and humanitarian crises impede the access of women and girls to progress, including the right to food, education, security and health, as we are immersed in a social and economic collapse, especially in a post-pandemic context”.

For his part, the coordinator of the UNESCO “University and Regional Integration” Chair, Axel Didriksson Takayanagui, spoke about the transformation that must take place in the public university of the Latin American and Caribbean Region for a curriculum in a culture of peace and critical and analytical thinking.

The professor stated that the development of the Chairs UNESCO, will provide bases so that May of this year the UNESCO World Conference on Higher Education presents the importance of implementing a culture of peace, considering that as a priority human right for inclusion, equity and educational transformation.

With regard to this international conference, the renowned researcher commented that this is the third edition of this type of academic activity. It will take place at the University of Barcelona in Spain. “This will be a space in which models will be analyzed by innovators and visionaries in higher education from around the world.

The coordinators of these talks at the Autonomous University of Zacatecas were the university professors Juana Elizabeth Salas and Oscar Padilla.

El Salvador : MUPI promotes workshops on Culture of Peace

. EDUCATION FOR PEACE .

An article from Diario Co Latino (translation by CPNN)

The Museum of the Word and the Image (MUPI) continues the Culture of Peace workshops «Be authentic, non-violent» with a participatory methodology for the prevention of violence and education for peace, aimed at basic-high school teachers, community promoters and social and cultural managers.

Question for this article:

Where is peace education taking place?

This free face-to-face course, which began on November 15 of last year, is carried out through a public invitation. 20 people are participating, 3 men and 17 women. Each participant has obtained a comicbook, a theoretical manual and a practical manual. They are working on the validation of new topics that will be incorporated into these materials. In March, the presentation of practical work and the delivery of diplomas will take place.

The Culture of Peace Course “Be authentic, non-violent” is facilitated by Claudia Anay García and the anthropologist Anna Theissen, cooperating with the Civil Service for Peace-SCP Germany, within the framework of the INTERPAZ-AGIAMONDO project.

(Click here for the original Spanish version).

Youth Survey Report : Youth Knowledge & Interest in Peace Education

… EDUCATION FOR PEACE …

A survey by the Global Campaign for Peace Education

In April 2021, the Global Campaign for Peace Education (GCPE) conducted a youth-focused survey to better understand awareness of and interest in peace and social justice education among high-school and college-age youth. This report is the result of the Global Campaign’s findings and analysis. Ultimately, GCPE hopes that this report will provide insight into youth awareness of and interest in peace education in an attempt to increase youth engagement.


Interest regarding social justice issues among high school students surveyed from around the world (Click on image to enlarge)

The Youth Survey on Peace and Social Justice Education was conducted by the Global Campaign for Peace Education Youth Team, composed primarily of students in the Justice and Peace Studies Program at Georgetown University. Team members include: Keaton Nara, Caelan Johnston, Maude Peters, Heather Huang, and Gabby Smiley. The report and analysis was supervised by Micaela Segal de la Garza, Program Manager, and Tony Jenkins, Coordinator of the Global Campaign for Peace Education.

The Global Campaign for Peace Education Youth Team is following up with survey respondents to explore the development of a peace education youth network.

Key findings and recommendations are reproduced below. For additional details and analysis, download the complete report.

Key Findings

In terms of existing peace education projects and programs, respondents demonstrated the highest levels of interest in violence prevention, human rights, global development, global citizenship, and gender violence.

Respondents demonstrated the least amount of awareness in meditation and restorative practices.

There was a strong interest in social justice, specifically in regard to issues of gender violence, terrorism, and racial violence, all of which were identified as significant subjects across demographic groups.

For world college-age demographics – both enrolled and not enrolled in peace studies programs – political polarization was the top-rated subject for interest in social justice projects and programs.

Questions for this article:

How can we promote a human rights, peace based education?

In gauging interest in youth-focused training, the survey found that respondents demonstrated, on average, the highest level of interest in creative outlets (i.e. opportunities to bring in new ideas through creative expression)

Recommendations

The majority of respondents, regardless of age, location, or enrollment in peace studies programs, learned about peace education programs and projects outside of school. There is a distinct lack of formal peace education in schools despite marked interest.
Recommendation: Support the development of peace education opportunities in schools that address students’ interests; capacitate students with skills so they may advocate for peace education programming (something respondents showed strong interest in).

Peace education is inherently community-driven, and it is precisely that communal aspect that youth seem to be most interested in.

Recommendation: Create clubs in schools that educate students about peace education and simultaneously create a space to forge community ties; bring peace education to community centers; provide peace education after-school programs.

Providing opportunities for youth to be active participants in their education is of the utmost importance.

Recommendation: Peace education programming and content should be derived from and designed to meet students’ social justice interests and not just the interests of teachers/faculty.

Social media platforms are incredibly important for youth programming and community engagement. Instagram, Facebook, Twitter, and newsletters emerged as the most used tools among respondents.

Recommendation: Create social media platforms that engage youth; create posts that appeal to the specific topics within peace education that they express interest in; respondents demonstrated, on average, the highest level of interest in creative outlets for youth-focused training, and social media is an excellent medium for this.

Many respondents demonstrated interest in a new youth focused network, though enrollment in a peace studies program generally indicates a higher level of interest.

Recommendation: Develop a new youth focused network for those who are interested to become involved and make connections with one another.

Peace Education Advocacy

The GCPE has a particular interest in students being able to advocate for their own curriculum and education. Youth inclusion in decision making is of the utmost importance, which is why respondents were asked about their interest in learning skills to advocate for peace education in their schools and communities. In general, respondents demonstrated high levels of interest in learning peace education advocacy skills with the average response across groups being 3.6 with 5 being the highest level of interest. These trends are demonstrated in the graph (see original article).

Argentina : Federal Network of Centers for Community Mediation and Training in School Mediation with an Example from Province of Buenos Aires

… EDUCATION FOR PEACE …

Articles from the Government of Argentina and Colegio de Escribanos, Province of Buenos Aires (translation by CPNN)

On December 16, the National Directorate of Mediation and Participatory Methods of Conflict Resolution, held the “National Meeting of the Federal Network of Community Mediation Centers and Training in School Mediation”.

Participants were judiciary officials coming from national, provincial and municipal executive governments; Presidents of Associations and foundations; National and Provincial Universities, all being members of the Network of Community Mediation Centers .
It was an enriching meeting, where experiences and developments of public policies for the strengthening of the Network were shared.

For the year 2022, an agenda of successive regional meetings and an annual closing event for the month of September are projected.

The objective of the “Juan José Cinqualbrez” Institutional Mediation Center is to carry out voluntary mediation (Law 13951), to disseminate mediation, its principles and characteristics, to train mediators, to create the Centers in each of the Delegations of the Association of Notaries, to organize conferences, forums, conferences, workshops, courses, sign collaboration agreements with national and foreign entities.

Our vision is to promote active social participation in conflict management, which will allow the co-construction of peaceful coexistence, and our mission is to contribute through processes of consensus and dialogue to access to justice for all social components.

Who are the mediators?

People trained and trained in resources and techniques in the art of managing conflicts, and effective communication. Their functions are:
°Accompany the parties within the framework of a trustworthy space.
° Guide the process.
° Facilitate dialogue between the parties.
° Balance the differences.
° Promote active listening.
° Maintain a climate of respect.
° To not judge or decide for the parties.

Question for this article:

Mediation as a tool for nonviolence and culture of peace

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The Advantages are :
° It provides a trustworthy space for dialogue.
° It is a short and inexpensive procedure.
° The parties agree on the solution to their conflict cooperatively.
° It ensures the secrecy of what is manifested, helping to maintain bonds and to balance power.

The parties :
° They are the protagonists of the mediation process.
° They will go from being two parties in conflict to being two parties to the conflict.
° They can go to mediation by themselves or accompanied by their lawyers.

What is the mediation clause?

It is a provision suggested by the College of Notaries to be incorporated into all contracts and regulations in which the notary intervenes. It is about adding a legend where it is stipulated that “in the event that divergences or adversarial conflict situations arise between the parties to the contract (…), the grantors voluntarily agree to submit to the Voluntary Mediation procedure for its solution (Law 13951), through the intervention of the mediators of the ‘Institutional Center of Mediation of the Association of Notaries of the Province of Buenos Aires’ with headquarters at Avenida 13 No. 770 of the city of La Plata (or its Mediation Center of the Delegation… of said Institution, domiciled at…”

Where can this clause be inserted?

This clause may be, for example, in: sales tickets; lease contracts; loan contracts; constitution of mortgages; business partnership agreements; constitution of use; room, servitude; constitution of usufruct; constitution of civil companies; constitution of sports clubs; association statutes; statutes of neighborhood and development societies; constitution of foundations; horizontal property regulations; constitution and dissolution of condominiums, among others.

Mediation centers:

To find out about the Mediation Centers, click here.

Suggested clause

To access the suggested mediation clause, click here.

(click here for the original version in Spanish).