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.

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(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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What place does music have in the peace movement?

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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.)

… 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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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.

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. 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.)

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.

… 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.

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).