Category Archives: EDUCATION FOR PEACE

Done with violence?

EDUCATION FOR PEACE .

A blog by KEN BUTIGAN for Pace e Bene

In 1989, a handful of friends found themselves mulling on how they could promote a culture of nonviolence – a culture where people everywhere could let go of a deep-seated belief in violence and, instead, could live the power of nonviolent options. Pace e Bene Nonviolence Service was the result. Taking its name from a greeting St. Francis of Assisi used in his own time meaning “peace and all good,” Pace e Bene set out to contribute to a growing movement for nonviolent alternatives. I joined a year later.

In the wake of the horrific mass shootings this past weekend in Texas and Ohio, I’ve been reflecting on what Pace e Bene has learned over these three decades, and how these lessons are needed now more than ever. Thirty years of experience, action, reflection, writing, publishing, and programming – including leading a thousand trainings – have increasingly convinced us of the liberating power of creative nonviolence.

This was a slow process, in which we gradually came to see how nonviolence is a powerful force, an active method for change, and a thoroughgoing way of life. We slowly saw that nonviolence is not a “non-word” but a path with heart confronting violence without using violence and, at the same time, fostering transformation, justice, and the well-being of all. Step by step we realized that, what started out for most of us as a tactic of protest, was in fact a universal ethic. The paradigm of violence is harsh and pervasive, but there is a qualitatively different operating system available to us, one on which our survival depends.

The killings this past weekend (compounding the tsunami of violence – direct, cultural and structural – that washes over the world daily) are the consequence of the uncritical allegiance to the violence paradigm, a system of domination and threat that projects itself as reality. “This is how the world is,” it teaches us in countless ways from the moment we are born. But it is not reality. It is a highly sophisticated script that weaves together our worst tendencies —our fear, our anger, our greed, our small self—and creates a culture of violence and oppression in which we are conscripted and for which we are expected to live and die.

Fortunately, there is an alternative. We know this from a long lineage of sages who have tipped us off to the nonviolent option, but also from commonsense. If violence were the default, the human species would have destroyed itself long ago, with the retaliatory and escalatory logic of violence spinning out of control and into extinction. It is the secret history of nonviolence that has – hour by hour, day by day, year by year, century by century – kept this from happening. As Gandhi said, “Nonviolence is as old as the hills,” but he also stressed that this history has largely been ignored and undocumented. Over the last century – largely sparked by Gandhi’s modern adaptation and application of the ancient Hindu term ahimsa [“nonviolence”] in leading movements for freedom in South Africa and India – people throughout the world have explicitly excavated and applied this “third way” beyond violence and passivity.

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Question for this article:

Can peace be guaranteed through nonviolent means?

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Nonviolence is an intrinsic tendency that all human beings have – and this latent power of love in action can be tapped to deal with conflict and violence more effectively than the other options at our disposal: retreat, accommodation, or counter-violence. But if this power is trivialized or suppressed, we won’t access it. We will go on tapping the power of violence – and reinforcing the self-fulfilling prophecy of violence. We will continue to be caught in the violence trap.

Sometimes, though, there are moments where the search for the alternative beyond violence and passivity becomes so urgent that nonviolence—as a paradigm of the fullness of life, as a universal ethic—can suddenly be glimpsed as an option. The stereotypes that have long dogged nonviolence (that it is ineffective, passive, weak, utopian, naïve, unpatriotic, marginal, simplistic, and impractical) can peel away long enough to see that a nonviolent culture in its most robust and comprehensive sense is the only practical solution.

This may be a moment for just such a new direction.

The mass shootings in El Paso and Dayton (number 27 and 28 in the US this year, according to one count) demonstrate the bankruptcy of the violence paradigm. But, ironically, they also illuminate that the nonviolent operating system is also present, as seen in the reaction to these horrendous events. The public has recoiled against the “normalization” of such slaughter. Between the lines of this outcry is the bedrock assumption that violence is anti-human and that a culture free of violence should be the default.

What’s largely missing, though, is the way to get there. That’s where active, creative and relentless nonviolence comes in.

Nonviolence is not an end goal – it is a process. It is a process of envisioning an alternative, re-framing our thinking to foster this alternative, and living our way into this alternative. It is a way of being – but also a way of building a culture where, in effect, it is easier to be nonviolent. It is both what we can call “soul work” and “society work.”

What would our “soul work” entail in light of massive gun violence, for example?

First, we must once and for all tell ourselves that we are done with violence. Enough is enough. If we have been trained in violence, then we must get “un-trained.” This begins with making a solemn pledge in the secrecy of our heart that we are letting go of all the ways we support violence. This fundamental re-orientation can lead us to learning, healing, taking stock and taking action. A long process of secret confession and transformation may await, but it can start today.

And what of our “society work”? We must join grassroots movements laboring to create laws, policies, structures, and cultures where the lives of human beings have priority over the absolutization of guns. The sanctity of existence takes precedent over unrestricted access to guns. As we saw this weekend, guns were used to enforce and perpetuate the violence system (and, in these cases, its preeminent value of white supremacy). Our long-term “society work” will not only lessen the threat that guns represent, it will transform the cultural assumptions on which they rest.

To do both our soul work and our society work, we encourage you to go public with a call for a society free from violence and everything that feeds it. One option is to join Campaign Nonviolence in taking action in cities and towns across the US September 14-22, where we will mobilize for a culture of active and liberating nonviolence. Currently over 2800 nonviolent actions are planned.

But you don’t have to wait. You can do something today.

We’re done with violence. Together we can plunge into the difficult but powerful work of mainstreaming nonviolence for a more just and peaceful world.

New Pax Christi leaders believe nonviolence education can change world

EDUCATION FOR PEACE .

An article by Dennis Sadowski from Crux: Taking the Catholic pulse

Pax Christi International has two new co-presidents and while they hail from different continents, they share the view that rampant violence is posing ever-growing danger to the world.

Loreto Sister Teresia Wamuyu Wachira of Nairobi, Kenya, and Bishop Marc Stenger of Troyes, France open their three-year term hoping that the organization can boost training in nonviolence, especially among young people. They see such training as necessary so that eventually dialogue and communication become the prime options to resolve differences rather than the use of hateful words, physical attacks and even warfare.


Bishop Marc Stenger of Troyes, France, and Loreto Sister Teresia Wamuyu Wachira of Nairobi, Kenya, were elected co-presidents of Pax Christi International during the organization’s annual general meeting June 26-27 in Brussels. (Credit: CNS photo/Christi International.)

“Nonviolence is very, very important,” Wachira told Catholic News Servicefrom Kenya. “We have to try. It may take a long time and we may be going against the grain, but I believe we must move in the right direction.”

Stenger wrote in an email that the organization “can open avenues and provide guidance for promoting sustainable peace through nonviolent strategies.”

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Question for this article:

Can peace be guaranteed through nonviolent means?

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“It can do this,” he explained, “in connection with the infrastructure available to the Church at all levels – universities, seminaries, dioceses, etc. – stressing the social teaching of the Church, always to be read in the light of the Gospel.”

While starting their term during Pax Christi International’s annual general meeting June 26-27 in Brussels, the co-presidents had yet to formally meet face-to-face. Wachira was unable to attend because of visa issues. But both said they have talked via online video conferencing and were eager to move forward on the organization’s priorities addressing nonviolent alternatives.

Both peace leaders have promoted nonviolence in their ministry roles. Wachira has been a teacher and principal in Loreto-run schools in the East African nation, concentrating on training young women for peacemaking and reconciliation work.

She also advises her congregation’s office at the United Nations in New York on the role of peacemaking in the world’s trouble spots.

Stenger for years has written on nonviolence and the importance of building a culture of peace in local communities. His involvement with the Catholic peace organization dates to 1999, when the French bishops’ conference proposed he become president of that country’s Pax Christi body.

The bishop also has addressed the precarious situation of Christians in Iraq, and after a 2002 visit to Colombia, which then was in the midst of a long-running civil war, he called on all parties to respect human rights in order to achieve peace.

In his email, the bishop expressed concern that the world’s nuclear powers are seeking to expand their nuclear weapon arsenals after decades of reductions. Plus, he said, the widening distribution of conventional arms is destabilizing societies and increasing injustice in many nations, causing people to flee for safer lands.
Stenger has been a leading voice in the French Church on the role of people of faith stepping up to protect the environment. He has repeatedly called for strong global action to address climate change.

Delia Mamon: peace through education (Switzerland)

… EDUCATION FOR PEACE …

An article by Stéphane Bussard in Le Temps (translation by CPNN)

Delia Mamon, 65, founded the NGO Graines de Paix in 2005 to rethink education systems because they do not sufficiently integrate the values ​​of humanity and peace. A mission all the more urgent as societal violence multiplies


The 2030 Development Agenda of the United Nations includes 17 Sustainable Development Goals (SDGs), which “Le Temps” illustrates this week through five personalities.

In March 2003, in Verbier, nearly 250 people gathered on the village square. Delia Mamon remembers it as if it were today: “The American invasion of Iraq got me active. The reasons that led to the war were a blatant falsification of reality. “What particularly angered her is the fact that public opinion” seemed to swallowed everything.” Delia Mamon refuses passivity. To be a citizen, she suggests, is to assume a social responsibility.

In 2005, she created the non-governmental organization Graines de Paix in Geneva, awarded in 2019 by the Smart Peace Prize of the Leaders for Peace Foundation, created by former French Prime Minister Jean-Pierre Raffarin. Objective: to rethink education to pacify social relations and the planet and to develop the students’ faculty of discernment [“skepticism, judgement, free thinking, questioning, and understanding”].

“I learned discernment with my father, an inventor of technological solutions for large companies,” said Delia Mamon, who had the taste to teach at a very young age. She enjoyed learning to read to her brother. With her NGO, of which she is president, she believes that at a time when violence of all kinds is increasing, especially at school, it is time to “educate minds in the culture of peace.” She does not go so far as to say that Dick Cheney, US Vice President at the time of the invasion of Iraq, was reportedly brutalized in school, but she considers the quality of the educational path of each as a major contribution to a less violent society. Graines de Paix focuses on two Sustainable Development Goals in the United Nations 2030 Agenda: Quality Education (SDG 4) and Peacebuilding (SDG 16).

“Peace begins with learning to speak and listen”

A woman of conviction, a former economist at the OECD, before being responsible for strategic marketing for several companies, including Honeywell Europe, which earned her the President’s Award in 1984, Delia Mamon is as clear in her ideas as she is independent. At the age of 15, she went on holiday alone. Even today, she travels without fear.

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(click here for the French original of this article)

Question for this article:

What is the relation between peace and education?

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Although she serves as president on a volunteer basis, Delia Mamon is fully committed to her mission. She believes that she has “never stumbled on a glass ceiling” although she has long worked in marketing. However it is her personal experience in the American and French education systems, her discovery of other systems in Africa and the Middle East that have shaped her reflections on education. Born in the United States of a Russian-speaking father from Samarkand, in present-day Uzbekistan, and a mother from Kiev, she has furthered her experience in several countries, including France, Belgium and Italy.

In the United States, with which she is no longer attached, she enjoyed her school curriculum in a public school in New Jersey, especially with a black teacher: “There was no physical violence . The director of the establishment loved his work. We were in the 1960s. We were evaluated in oral presentations (show and tell). In comparison, the French system, lacking humanity, did not allow me to flourish, it almost destroyed me. Today, I have a very clear vision of what needs to be done or not to be done. “The priority now is to insert more human values, to develop societal cohesion and intercultural understanding, to favor the acquisition of social skills and critical thinking in school curricula. “Peace,” she says, “begins by learning to speak and listen.”

The emotional intelligence of children

Her desire to develop a pedagogical methodology has one goal: to increase the level of education in the broad sense in order to prevent violence and radicalization. Delia Mamon’s commitment to education and peace reflects the oriental influence of her father, and family from Samarkand imbued with the values ​​of openness evoked by the Silk Road, the love for others and Persian hospitality.

Specifically, with its educational specialists and a scientific committee including Professor Philippe Jaffé, a member of the UN Committee on the Rights of the Child, Graines de Paix is ​​developing educational materials for schools, including a collection entitled Growing Up in Peace. In Switzerland, the cantons of Vaud, Friborg and Valais have validated these textbooks of the Geneva NGO. Delia Mamon greatly appreciates the culture of the Swiss consensus. She warns, however, that that there are signs of erosion. The education system must take this into account. In this respect, she welcomes the Romandian School Programme of French-speaking Switzerland, which incorporates notions of “creative thinking”, solidarity and self-esteem. Through a traveling educational exhibition, “Leon and his emotions,” which should soon appear as a book, Graines de Paix considers it essential to develop the emotional intelligence of children.

“We are very active in Ivory Coast, where we are developing a multi-year project,” adds the president. Ivory Coast has been for forty years, like the Yugoslavia of Tito, a benevolent state although authoritarian under the aegis of Felix Houphouet-Boigny. Since the end of the civil war in 2011, the Ivorian authorities have realized the need to restore the culture of peace to avoid a new war. “It starts with school,” says Delia Mamon. Although the practice was banned in 2011, teachers continued to beat students with whips. To remedy this, we developed new educational tools including “Learning in peace, educating without violence”. Globally, physical, sexual and emotional violence affected 50% of children in 2016, nearly one billion people. That’s why our work, says Delia Mamon, is also about helping teachers with tools to prevent such violence. ”

Greek Cypriot and Turkish Cypriot educators and activists speak about building peace

… EDUCATION FOR PEACE …

An article from In Cyprus

Greek Cypriot and Turkish Cypriot educators and activists shared their efforts to build peace in Cyprus in the context of an open day plenary meeting of the 43rd International Institute for Peace Education which is taking place in the Nicosia buffer zone this week [July 23-28].


In 2018, a total of 328 Greek Cypriot and Turkish Cypriot pupils together with 47 accompanying teachers were given the opportunity to visit Strasbourg in the context of the Euroscola programme, head of the European Parliament’s office in Cyprus Andreas Kettis told the conference, in his address.

Kettis said that Euroscola is a pioneering programme implemented by the European Parliament. It is addressed to high school pupils between 16 and 18 years of age, who travel to Strasbourg and in essence perform the duties of MEPs from all 28 EU member states. Teachers, he added, also have the opportunity to mingle and exchange best practices.

He also informed the conference of “together. eu”, a platform introduced by the European Parliament at the end of May. We want to listen to you, to hear your views about how the EU should function in the future, he told participants who hail from EU countries.

Association for Historical Dialogue and Research (AHDR) Co- President and board member of the Home of Cooperation Kyriakos Pachoulides outlined the idea behind the association’s establishment and the Home of Cooperation. The association, he said, envisioned a society in which dialogue on issues of history, historiography, history teaching and history learning is welcomed as an integral part of democracy and is considered as a means for the advancement of historical understanding and critical thinking.

He showed photos from the 1960s where it is evident that the road outside the Home of Cooperation, located in the buffer zone in Nicosia, used to be a scene of armed conflict. Referring to the symbolic reason behind the decision to operate the Home of Cooperation in the buffer zone he noted that “we wanted to show to the people in Cyprus that peace is an option.” Questioning the conflict and the results of the conflict is an option, he said, adding that “we can build a better future for our children.” Our decision, he noted, was to change the “dead zone” as it is known in the Greek Cypriot community and to transform it to a zone for cooperation.

Huseyin Akansoy and Christos Efthymiou spoke of the work done by their bicommunal initiative “Together We Can”. It is a team of relatives of missing persons who in Akansoy’s words “carry a message of change by bringing people together.”

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Question for this article:

Can Cyprus be reunited in peace?

Where is peace education taking place?

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“The pain of relatives of missing persons is the same and has nothing to do with ethnicity,” he noted, adding that the alternative to hatred is “finding our truth.” Together, as Turkish and Greek Cypriots, he said, it is important to be aware of each-others pain.

On his part, Christos Efthymiou said the initiative is a common platform of dialogue and action to raise public awareness regarding the events surrounding the violence which took place in the past and work towards minimising the exploitation of the common suffering to promote nationalism.

“Coming to terms with the violence of our past is very significant,” he said. In the context of the initiative relatives of victims from both sides working together develop a sense of common pain. When relatives of victims talk to open bicommunal meetings the results are remarkable, he added.

Zuhal Mustafaogullari and Stavros Stavrou spoke about their experience as teachers when taking part in the project “Imagine”, a confidence building measure implemented by AHDR which brings school students together from both communities.

Mustafaogullari said she teaches history in Turkish occupied Famagusta. She said that the project was a dream which would become reality with difficulty. When it was announced, she remembers that everyone wanted to take part and they had to have a draw. In the end, it was an outstanding day, she said, adding that on the way back in the bus the students were singing songs of peace. She spoke of the need for the programme to continue and to even have exchange programmes between schools.

Stavrou who teaches in a lyceum in Paphos said that many of Greek Cypriot students had never met Turkish Cypriots. We spoke with all students and found 25 participants and that before the day they travelled to Nicosia and the Home of Cooperation they had workshops to prepare the students. He said that he would not have believed it if he had been told before that in less than 3 hours the students would become friends.

Sener Elcil from KTOS union of Turkish Cypriot teachers and Apostolos Skouroupatis on behalf of POED union of Greek Cypriot elementary school teachers spoke of the cooperation between the unions and the work done to promote a culture of peace.

Elcil said that we need to internalise the peace culture. Peace means dialogue, tolerance, communication, equality, gender equality, he noted, adding that it has a holistic meaning and is embedded in our daily lives. According to Elcil education is the most influential instrument to promote peace among people. He went on outlining all the bicommunal action the union takes in cooperation with other Turkish Cypriot and Greek Cypriot teachers’ unions.

On his part, Skouroupatis said that much has been achieved in recent years with teachers organising activities which have to do with things Greek Cypriots and Turkish Cypriots have in common. The programme Imagine, he said, was a very successful effort, because through it, students had an experience of been in touch in a setting of mutual respect and mutual understanding. He also said that unions make an effort to be in close contact and to issue joint declarations and organise joint marches, adding that there still room for improvement.

The meeting which brings together 75 participants from 35 countries is organised by the Association for Historical Dialogue and Research and the International Institute on Peace Education, is under the aegis of European Parliament President, it is supported by the office of the European Parliament in Cyprus and it is funded by the German Ministry of Foreign Affairs.

Venezuela: the culture of nonviolence is replicated in Petare

… EDUCATION FOR PEACE …

An article from Cronica Uno

The Diploma in Leadership and Management of the Culture of Peace and Nonviolence is in its second year of application. Cristian and Patri are among a score of boys (many of them already university students) who want to replicate the knowledge needed to attain the culture of peace at the Manuel Aguirre school, located in the neighborhood 24 de Marzo de Petare, Caracas.


“I am 19 years old and I am pleased”, says Cristian Chacón expressing with his body as well as words that he wants to help others and thus attain the culture of nonviolence.

He does social advocacy work. When he graduated from Bachiller he joined an organization called Une Futuro, which works in the formation of leaders with positive influence.

For two years he took part in the training. The first year was personal growth and in the second year, together with his classmates, he presented the project “Youth without diapers”, which was judged among the 10 best in Latin America.

Cristian wanted to continue training as a leader for the common good and so he entered the Diploma in Leadership and Management of the Culture of Peace and Nonviolence that is carried out with the partnership of the organizations Opportunity CA, Monte Ávila University, ReconciliAcción and Mujeres for Citizenship

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(Click here for the original Spanish version of this article.)

Question for this article:

Where is peace education taking place?

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For five hours they give talks, shared tools, help develop life projects, and talk about how to achieve nonviolence, even living in a dangerous place.

“And we found that the students have dreams and that like us they want a better future for the country. What we do is show them with examples of life that this path can be reached and that communication reduces hostility, for example. I apply that with my family, I did it in my building and I have had results “, said Cristian.

The Manuel Aguirre School serves a population of 1200 students from First Grade to Fourth Year. You get there by going up La Bombilla, going through narrow streets, in which you can see children walking with bottles on their backs. “Violence is not only when there are weapons or drugs, also what is seen in the neighborhood with the failure of the services is a type of violence and many do not know how to channel that,” says Patri Carrasquel, 19, one of the social leaders that together with Cristian advance the program “Sé, Piensa, Haz Paz” in the sectors of the Sucre and El Hatillo municipalities.

She studied at the Madre Emilia school in Los Dos Caminos and became involved with the Pelicano religious-social movement, which consists of giving orientation and instilling values ​​to the children and providing social assistance in asylums and shelters.

Nowadays she is the national secretary of that movement, which is in five cities of the country and in Peru. “But I wanted to receive more leadership training to be able to continue helping and I found this environment where there are 50 young people doing this, creating awareness and supporting change”.

She is studying International Studies and is in the world of modeling. However, among her main objectives is social work.

All the youth seeking the diploma are scholars. 1200 dollars is paid by the European Community for each of them. The result is that they become agents of change and reconciliation, becoming citizens able to achieve alliances for community projects and create spaces for opportunities.

The next cohort of the diploma begins on June 12, lasts 12 academic hours. More information is available through the networks @oportunidadac, @mujeryciudadania, @peopleinneedcz and @ueenvenezuela.

Mexico: USEBEQ and UAQ train teachers in culture of peace

… EDUCATION FOR PEACE …

An article from El Queretano (Translation by CPNN)

In order that teachers, administrative and technical teachers of the state can advance in their studies and develop skills in conflict conciliation, assertive communication and culture of peace, a new diploma is being developed by USEBEQ [Unidad de Servicios para la Educación Basica en el Estado de Querétaro] and UAQ [Universidad Autónoma de Querétaro].

This is the diploma “History of Peace Studies, Human Rights and Peace”, aimed at teachers, technical technicians, managers, supervisors and technical pedagogical advisers in basic education.


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(Click here for the original Spanish version of this article.)

Question for this article:

Where is peace education taking place?

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The Director of Quality and Educational Innovation of the USEBEQ, said that the Diploma will allow participants to acquire skills in conflict conciliation, assertive communication, community building and education methodologies and culture of peace.

The State Secretary of Education promotes through the “Continuous Improvement Route” that teachers are trained to have additional pedagogical tools and knowledge. The goal is to benefit students of basic education with more teachers who are better prepared to develop their plans, programs and academic content, “said the official.

The official added that this program will train teachers to promote environments of respect and dignified treatment among students who are different, but equal in rights. The training improves relations and understanding based on respect, solidarity, justice and attachment to human rights.

This diploma is taught at the Faculty of Fine Arts of the UAQ, with a duration of 120 hours; of which 75 are face-to-face and 45 online. It will conclude on August 2 of this year with the participation of 36 basic education teachers.

Iraqi group spreads tolerance and peace through art

EDUCATION FOR PEACE .

An article by Oumayma Omar from The Arab Weekly

Walking into the traditional Baghdadi house, one is amazed by the number of artworks displayed in the yard and on walls of the building’s spacious rooms.

Beit Tarkeeb, in Baghdad’s Karrada neighbourhood, is a platform for a variety of art forms and where young Iraqis can train, learn and expose their work covering visual arts, performing arts, films, music, literature, photography and interior design.

Communicating through art. Visitors at Beit Tarkeeb in Baghdad’s Karrada neighbourhood.(Oumayma Omar)

“Our goal is to spread the culture of peace and its values. Art is our means to communicate our principles and alternatives to rampant violence wrecking the Iraqi society,” said Zeid Saad, 27, an artist and founding member of Beit Tarkeeb.

“We are an NGO that promotes contemporary arts for young talents aged 15-35 who wish to express their ideas through a variety of art genres, especially music, acting and dancing.”

Since its founding in 2015, Beit Tarkeeb has been organising the Baghdad Contemporary Art Festival, which is the only festival in Iraq that features young artists in artistic specialities such as contemporary art, literature, music, cinema and theatre.

A large installation of twisted and dangling wires captures visitors’ attention because of its unusual shape.

“It is the work of a young participant in a recent exhibition who wanted to raise awareness about the problem of poor power supply and the incredible amount of electrical wires on the streets of Baghdad,” Saad explained.

“Contemporary art is something new in Iraq and not many people understand the message the artists are trying to convey. Each work has an idea behind it and seeks to raise a problem that is affecting the society without directly touching on politics, religion or gender.”

“Art is not meant to cause conflict or controversy but constructive change. We believe in art’s ability to positively affect fellow Iraqis and foster the aspired change,” Saad added.

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Question for this article:

A culture of peace in Iraq, Is it possible?

Do the arts create a basis for a culture of peace?, What is, or should be, their role in our movement?

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Artists in Beit Tarkeeb stage surprise musical and theatre performances on the streets of Baghdad.

“The idea is to share with the public, not to be confined in a closed space,” Saad said. “Beit Tarkeeb succeeded in breaking conventional approaches through its performances, workshops and training courses with the support of European institutions advocating contemporary art.”

With the support of Germany’s GIZ, the group organises “art therapy” sessions during which participants play music with utensils and housewares. “Through these sessions participants work on expelling negative energy and replacing it with positivity. At the end they perform before an audience which helps them to gain hope and self-confidence,” Saad explained.

Beit Tarkeeb also offers therapy through reading and discussion of books chosen by therapists. They have a weekly Open Projector Night to present works from local and regional film-makers and Art Lecture Lab once a month, which is a public lecture series presented by specialists and devoted to the study and development of arts and sciences.

The artists at Beit Tarkeeb come from different backgrounds, different regions and various art fields but they unite under the shared goal of conveying peace. Some came from Mosul, where they lived under the tyrannical rule of the Islamic State.

Art therapies are designed to deal with post-war traumas and to spread a culture of tolerance and non-violence by promoting the principle of civil peace and preventing acts of reprisals, Saad said. National concerns, such as the absence of the rule of law and justice, corruption or widespread unemployment, feature heavily in discussions as well as concerns about tribal justice and punishment and the proliferation of weapons outside government control.

Atef Jaffal, an 18-year-old contemporary interior designer and volunteer worker with Beit Tarkeeb, speaks about his work with passion.

“I want to be part of this place that will propel contemporary art through the great support it is offering the youth without any charge,” he said. “Beit Tarkeeb gives young talents complete freedom in practising their art and using the place. That helps develop their artistic skills without pressure or preconditions.”

Mina Hamed, 16, was rushing to the drawing workshop in the building’s basement carrying her colour tubes, brushes and canvas. “I have been passionate about drawing since childhood. When I learned about the summer sessions at Tarkeeb, I couldn’t wait for school to finish. I wish to study medicine and art. There is no harm in practising both,” she said with a big smile.

Outside the restored Baghdadi house, contemporary artworks, including sculptures, installations and paintings, are featured on walls and in different corners of the yard.

“I am confident that Beit Tarkeeb will constitute a milestone in the course of Iraqi art. We aspire to be the nucleus from which contemporary arts in the country will expand,” Saad said.

Angola: ISTP Holds International Symposium on Culture of Peace

… EDUCATION FOR PEACE …

An article in Noticias de Angola

The Instituto Superior Politécnico Tocoísta (ISPT), in Luanda, will hold an International Symposium on the Culture of Peace in its auditorium next Monday, on the 22nd, 23rd and 24th of this month [July].


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(Click here for the original article in Portuguese)

Questions for this article:

What is the relation between peace and education?

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According to a press release arrived at NA, the event aims to discuss the perspectives of Culture and Peace.

The note also indicates that they will be discussion on topics such as Social Justice, Democracy, Welfare, Cultural Profitability, Social Development, and University Mobility.

It will have an inaugural conference on Higher Education as a factor of development in Africa and Angola, five panels structured around the activities of experts from Howard University, University of Lisbon, State University of Bahia, Fernando Pessoa University, among others.

The specific objective of the Symposium is to consider the creation of a Masters in African and African American Studies in Political Science (Sociology) with Howard University [in the US] and Bahia State University [in Brazil].

The World Forum for the Culture of Peace in the Hague

… EDUCATION FOR PEACE …

An article from the International Peace Institute

The definition of peace has shifted in the United Nations community from the absence of conflict to a more active, “positive peace.” Looking at peace from this perspective requires a shift in focus from identifying and combating the causes of wars to understanding the factors that foster peace and inclusivity. To view a holistic perspective of peace, it is necessary to explore the connections among culture, peace, security, and development.


The “culture of peace” recognizes the link between peace, development, and human rights. Defined in 1999, the term seeks to tackle the root causes of conflicts emphasizing the importance of dialogue, negotiation, and cooperation among individuals, groups, and nations.

On June 13, 2019, the first annual World Forum for the Culture of Peace took place in The Hague on “Peace Education for the Protection of Cultural Heritage.” It was organized by the Abdulaziz Saud Albabtain Cultural Foundation with support from IPI, the International Committee of the Red Cross, the University of Leiden, and the Carnegie Foundation.

High-level representatives from around the world discussed the importance of peace education for the protection of cultural heritage with a particular focus on Iraq, Yemen, and the Central African Republic. The day-long forum ended with “Messages for Peace” from global leaders including:

María Fernanda Espinosa Garcés, President of the 73rd Session of the UN General Assembly (Video Message)
Marzouq Al-Ghanim, President of the Kuwaiti National Assembly
Abdulaziz Saud Albabtain, Chairman, Abdulaziz Saud Albabtain Cultural Foundation
Faustin-Archange Touadera, President of the Central African Republic
Marie-Louise Coleiro Preca, President Emeritus of Malta
Abdullah Gül, Former President of Turkey
Hassan Arfaoui, Representative of the President of Tunisia
Laurence Konmla, Special Envoy of the President of Liberia
Ammar al-Hakim, President of the Reform and Reconstruction Alliance of Iraq

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Questions for this article:

What is the relation between peace and education?

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In Session III of the forum, IPI President Terje Rød-Larsen moderated a panel on Promoting the Culture of Peace through Education.

Other Attendees Included:

Joke Brandt, Representative of the Dutch Government and the Secretary-General of the Ministry of Foreign Affairs
Erik de Baedts, President, Peace Palace / Carnegie Foundation
Prince Turki Alfaisal Alsaud
George Vella, President of Malta
Haris Silajdžiž, Former President of Bosnia and Herzegovina
Yousef bin Ahmad Al-Othaimeen, Secretary-General, Organization of Islamic Cooperation
Taieb Baccouche, Secretary-General of the Arab Maghreb Union and Former Minister of Foreign Affairs of Tunisia
Khaled al-Yamani, Minister of Foreign Affairs of Yemen
Peter Maurer, President, International Committee of the Red Cross
Hilal Al Sayer, President of the Red Crescent Society, Kuwait
Leoluca Orlando, Mayor of Palermo
Shaikh Mohammed Sabah Al-Salem Al-Sabah, Former Deputy Prime Minister and Minister of Foreign Affairs, Kuwait
Ali Al-Shukri, Representative of President of Iraq
Shaikha Mai bint Mohammed Al-Khalifa, President, Bahrain Authority for Culture and Antiquities, Kingdom of Bahrain
Abdullah Lamlas, Minister of Higher Education and Scientific Research, Government of Kurdistan Region, Iraq
Yusuf Goran, Minister of Higher Education and Scientific Research, Government of Kurdistan Region, Iraq
Michael Frendo, Speaker Emeritus of the Parliament of Malta and former Minister of Foreign Affairs
Hamed Al-Azemi, Minister of Education of the State of Kuwait
Madame Sylvie Baipo Temon, Minister of Foreign Affairs, Central Republic of Africa
Tokia Saïfi, Member of the European Parliament
Moukadas Noure, Minister of Education of the Central African Republic
Mounir Bouchenaki, Advisor to UNESCO for Cultural Heritage
Abdulqawi Ahmed Yusuf, President of the International Court of Justice
Carl Stolker, President of the University of Leiden

Africa: DUT’s ICON Introduces Peacebuilding Studies to International Students In DRC

… EDUCATION FOR PEACE …

An article by Nduduzo Ndlovu from the Durban University of Technology

The International Centre of Nonviolence (ICON) based at the Durban University of Technology (DUT) hosted a five-day workshop at the La Sapientia Université Catholique, Goma, Democratic Republic of Congo from 10 to 14 June 2019


Pictured: Prof Geoff Harris, Dr Joseph Rudige, Fr Innocent (Rector of La Sapientia Université Catholique) and Dr Chrys Kiyala.

The main aim of the workshop was for each of the six participating universities to develop a draft strategic plan to introduce postgraduate studies in peacebuilding. Subsidiary aims included promoting the use of participatory action research and building relationships between universities in the Great Lakes region.

“The six universities have begun working on strategic plans to establish Peacebuilding within the next couple of years; they have established a coordinating committee and are exploring ways of collaborating with each other; and three members of their academic staff will commence PhDs in Peacebuilding at DUT next year,” said ICON’s Professor Geoff Harris.

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Questions for this article:

What is the relation between peace and education?

Where is peace education taking place?

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The workshop was led by Professor Geoff Harris and Dr Chrys Kiyala from ICON, assisted by Dr Joseph Rukema from Sub – Saharan Africa University, Goma. There were 22 participants,18 from five Congolese universities, two from a University in Burundi and two student observers from the Sub-Saharan University of Africa. One participant – Theodore Mbazumutima is a recent PhD graduate in Peacebuilding from DUT and another participant – Josephine Mauwa Kimanu is a current PhD student with DUT.

Prof Harris elaborated on some of the aspects of the workshop. “We used a participatory and experiential learning approach. Some lectures were necessary but the best learning,we feel, took place in small groups as participants wrestled with the issues and came up with promising insights. We did not prescribe how peacebuilding programmes should be organised. This can happen in a number of ways and we were aware that many factors will influence the choices which any University will make,” he said.

“We encouraged the use of participatory action research, an approach with which ICON has particular expertise, and helped participants to develop draft plans of how they might set up their own peace programme and the shape these might take,” he added.

Prof Harris also expressed appreciation at the commitment from Rector of La Sapientia Université Catholique that his University will coordinate future cooperation between the five universities with DUT. “It is very likely that three of the participants will commence PhD studies with ICON in 2020. Overall, we are confident that the workshop will act as a springboard for efforts to develop a culture of peace in the region,” said Prof Harris.

The workshop was funded by a grant from the NRF’s KIC Africa Interaction programme and enjoyed generous hospitality from La Sapientia Université Catholique.