Category Archives: EDUCATION FOR PEACE

The Peace Brigades International, Guernica Peace Prize

EDUCATION FOR PEACE .

An article by Iratxe Astui in El Correo

The Peace Brigades International (PBI) will receive this year the Guernica Prize for Peace and Reconciliation, which is awarded as part of the commemorative program of the acts of the bombing of the town by the German Condor Legion. The decision to recognize the work done by this non-governmental organization was made with the majority of the votes of the members of the jury table..


Members of the PBI during one of their observations. / E. C.

The jury is composed of representatives of the parties that make up the City Council -Eusko Abertzaleak, PNV and EH Bildu-, as well as the mayor of Pforzheim, a German city twinned with the town hall, the Gernika Gogoratuz Foundation, the House of Culture and the Museum of La Paz of the locality. They announced that the distinction responds “to the outstanding work carried out by the volunteers of the organization and their commitment to the defense of Human Rights.”

(Click here for the original article in Spanish.)

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Question for this article:

Can peace be guaranteed through nonviolent means?

Where in the world can we find good leadership today?

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The Peace Brigades International is a non-denominational and independent group, that sends international observers to be eyewitnesses in regions that are experiencing crisis and conflict situations. “These groups protect with their presence people threatened with death or kidnapping through political violence,” they explained. The peacekeeping forces of PBI have acted in Guatemala (1983-1999), El Salvador (1987-1992) and Sri Lanka (1989-1998), as well as in North America (1991-1999), East Tomor (1999-2002) and Haiti (1995-2000).

Likewise, they also developed their work in Northern Nicaragua, Central Africa (2004-2005) and at the World Uranium Hearing in 1992 in Salzburg. The organization is composed of volunteers who “work as a team.” “They live, conceive strategies, write reports and travel together.”

The jury of the Prizes for Peace and Reconciliation that will be awarded on April 26, also highlighted this year, within the section that distinguishes the anonymous work of the workers for basic peace, the work of the international project ‘Kids Guernica “This artistic initiative was created by three Japanese -Toshifumi Abe, Tdashi Yasuda and Kaoru Mizuguchi- and the American, Tom Anderson, in 1995 on the occasion of making a canvas commemorating the 50th anniversary of the bombing of Hiroshima.

The mural project, in reference to the Guernica of Picasso, “has toured different countries on five continents with the aim of promoting a culture of peace among children around the world,” they explained. The regional town has a good number of works done in different parts of the planet.

EDUCATION FOR PEACE, Europe, global,

The Manifesto 2000

EDUCATION FOR PEACE .

An article from El Manana

From the insidious and often perverse campaigns, blaming people for the daily manifestations of violence in its different forms, to the proposal to change the economic model to foster shared development in a social justice regime, there is no progress towards an environment of understanding, concord and fraternity. With their machismo, each group with the capacity to be heard resorts to violence.


(click on image for more information)

It is clear that in a culture of violence, conflicts are settled through violence, which is nothing other than the lack of capacity to address differences by a culture of peace, dialogue and mutual understanding. Unlike the expression of Benito Juárez during the period of resistance to the French occupation, it is now seen that among individuals and among nations the violation of the rights of others is at the base of the violence that manifests itself in society, in governments and institutions.

It is not so much that aggressiveness has been unleashed in human beings, no. Through the means of socialization: family, school, religion, associations, etc., aggressiveness can be channeled in three ways: the destructive path of violence; the indifference of passivity; and the constructive, equal to nonviolence, that is, to act but not violently. In that sense, if violence is learned, it is clear that it can also be unlearned and replaced by other mechanisms, not destructive, in conflict resolution.

With this idea in mind, a group of Nobel Peace Prizes, meeting in Paris on March 4, 1999, on the occasion of the fiftieth anniversary of the Universal Declaration of Human Rights, drew up the”Manifesto 2000 for a culture of peace and nonviolence. ” The signatories included: Norman Borlaug; Adolfo Pérez Esquivel; Dalai Lama; Mikhall Sergeyevich Gorbachev; Mairead Maguire; Nelson Mandela; Rigoberta Menchu ​​Tum; Shimon Peres; José Ramos Horta; Joseph Roblat; Desmond Mpilo Tutu; David Trimble; Elie Wiesel; Carlos Felipo Ximenes Belo and others who later joined.

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( Click here for the original version in Spanish.)

Question for this article:

The Manifesto 2000, Is it still relevant today?

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The text of the Manifesto is as follows:

“Aware of my share of responsibility for the future of humanity, in particular to the children of today and tomorrow, I pledge in my daily life, in my family, my work, my community, my country and my region, to:

Respect the life and dignity of each human being without discrimination or prejudice;

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

Share my time and material resources in a spirit of generosity to put an end to exclusion, injustice and political and economic oppression;

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

Promote consumer behavior that is responsible and development practices that respect all forms of life and preserve the balance of nature on the planet;

Contribute to the development of my community, with the full participation of women and respect for democratic principles, in order to create together new forms of solidarity.”

As you can see, it is a commitment of personal and individual fulfillment, in such a way that there is no way to excuse yourself once it has been voluntarily adopted.

Certainly, at that time it was still believed that the year 2000 would constitute a new beginning to transform the culture of war and violence into a culture of peace and nonviolence, since the culture of peace makes lasting development possible, the protection of the environment and the personal satisfaction of each human being.

20 years later, that dream may be possible if instead of so much garbage, the media would promote dialogue, understanding and peace through justice.

EDUCATION FOR PEACE, global, Latin America,

Ecuador: The culture of peace is presented in an international digital magazine

EDUCATION FOR PEACE .

An article from Cronica

“Culture and education for peace” is the theme of the third edition of the Culture of Peace Magazine presented, on March 2, by the Unesco Chair of Peace Education and Culture of the Private Technical University of Loja (UTPL). The work presented in digital format has 18 scientific articles and 3 book reviews by authors from Ecuador, Mexico and Spain.


This issue addresses topics such as: anthropology of violence; inclusion of sexual diversity for a culture of peace; violence and conflict in Ecuador in 2019; construction of a culture of peace at the university level; memories of ex-combatant indigenous women of the FARC in Colombia; the symbolic dimension of the Zapatista mask, models of citizen participation and coexistence, among others.

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( Click here for the original version in Spanish.)

Question for this article:

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

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Santiago Pérez Samaniego, director of the magazine, said that this annual publication has the function of promoting research at local, national and international level, on issues related to peace, education, conflicts and human rights. He stressed that the articles that are part of this edition reflect a rigorous analysis of the different realities, perspectives, good practices or visions of the researchers.

He stressed that since the first edition in 2016 there has been an increased participation of researchers from different countries in the Culture of Peace Magazine, which “fills us with pride.” “It has become a benchmark of research for the promotion of peace in Latin America, attaining an important international position ”

Institutional contribution

Rosario de Rivas Manzano, academic vice chancellor of the UTPL, during the presentation ceremony extended a congratulation to the team that generated the third edition of the magazine, which he said promotes peace through research that seeks to modify attitudes in people to transform the conflicts that can generate violence. He highlighted the contribution of this publication to the UTPL, as a university that builds a fairer world with respect for human beings and society.

-The Culture of Peace magazine is available on the website: revistadeculturadepaz.com

EDUCATION FOR PEACE, Latin America

Mexico: Culture of peace in higher education

. DEMOCRATIC PARTICIPATION .

An article by Jaime Valls Esponda in El Universal

On February 17, the proposal of the Comprehensive Culture of Peace Plan in the Higher Education Institutions was presented at the headquarters of the ANUIES [National Association of Universities and Institutions of Higher Education]. In addition to the subject of peace, it contains measures for the prevention of addictions and seeks to contribute to the development of young people in school and social settings.

Statistics indicate a deterioration of values ​​that has increased insecurity, which especially affects the most vulnerable sectors of the population: women, the elderly , children and low-income households in general. Without values, society loses cohesion and the social fabric is eroded. What is needed is a culture of peace that returns stability throughout the nation and ensures harmonious coexistence. An active contribution of higher education institutions is needed; they are spaces for the socialization of essential principles of well-being and peace. They are the ideal environment for the flourishing of the rule of law, inclusive justice and citizenship.

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

Question for this article:

Is there progress towards a culture of peace in Mexico?

Where is peace education taking place?

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The proposal, which is the result of the work of the academics and specialists of the associated institutions, will be submitted to the ANUIES National Council for consideration next March. One of the main actions foreseen is the figure of Peace Agents formed by university students and citizens, in order to strengthen the social fabric in their environment. Similarly, it is proposed to establish Specialized Care Centers to delineate peace programs with a social sense. The “Together for Peace” campaign will be supported with the participation of academics and students; the opening of Clubs for peace, the implementation of health and wellness projects with drug use prevention measures and the offer of courses, workshops and materials related to addictions.

Likewise, it was agreed to integrate an inter-institutional group of specialists and experts from the Center for Documentation, Research and Prospect for Security, Justice and Peace of ANUIES. They are to develop programs and indicators on the subject. It was proposed to create, in the medium term, a School of thought for peace, with an educational offer focused on social transformation. Finally, it was recognized that since society is central to the construction of peace, there is need for an active change that involves the joint management of citizenship, family and school.

ANUIES calls for the creation of a National Network of Specialists and Experts in the Criminal Justice System. One of its tasks should be the promotion of a culture of peace in the justice system in all regions of the country.

Higher education institutions, in the full exercise of their social responsibility, expressed in teaching, research, innovation and culture, should recognize the demands of society and contribute to solving the problems of the nation. Higher education institutions are sensitive and in solidarity with the causes of a culture of peace, social justice and full respect for human rights.

Jaime Valls Esponda is the Executive Secretary General of ANUIES.

DEMOCRATIC PARTICIPATION, EDUCATION FOR PEACE, Latin America

For Bob Marley’s 75th Birthday, Ziggy Marley Reflects On His Father’s Legacy

EDUCATION FOR PEACE .

An article from National Public Radio for Central California

It can be hard to reconcile Bob Marley’s massive and ongoing influence with the fact that the genre-defining reggae artist was just 36 when he died of cancer in 1981. Marley would have turned 75 this Thursday; to this day, his music accounts for nearly a quarter of the reggae listened to in the United States.


Redemption Song

Question for this article:

What place does music have in the peace movement?

To celebrate Marley’s 75th birthday, his estate is launching a year of events and releases, including concerts featuring Marley’s sons, Ziggy and Stephen, new music videos and reissues. NPR’s Scott Simon talked to Ziggy Marley about his own memories of his father and his music

Ziggy was 12 years old when his father died, and he says he most of all remembers his father as a generous person. “He’s a loving man; I think that is the most important thing,” he says.

True to the Marley tradition, Ziggy says that the classic Bob Marley message of peace, love and happiness still has a place in an often bleak world.

“The majority of people are good people, are peaceful people,” Marley says.

“But we’re just not loud, we’re just not on the TV, we’re not in the news — it’s just the people making war in the news.”

Listen to their full conversation in the player.

EDUCATION FOR PEACE, global, Latin America,

Spain: Professor Marta Gonzalo Quiroga recognized for her impetus to the culture of peace

… EDUCATION FOR PEACE …

An article from the Universidad Rey Juan Carlos

A teacher from FCJS [Faculty of Law and Social Sciences Campus de Madrid] has recently received the ‘Medal of Professional Merit for promoting the Culture of Peace, Dialogue and Mediation’, awarded by the Spanish School of Mediation and the Journal of Mediation.

The award rewards more than 20 years of work in this field from the URJC professor who explains that she felt very grateful for this recognition.

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(click here for a version in Spanish).

Question for this article:

Mediation as a tool for nonviolence and culture of peace

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This medal falls to Marta Gonzalo for promoting mediation with its own scientific autonomy at the Spanish University. In this sense, the teacher recalled that “for a long time now the URJC has opted to introduce mediation and the Culture of Peace.” This fact is demonstrated by the existence of the Own Title of ‘Mediation Expert’ and the University’s membership in various interuniversity research networks in the field.

“We need mediation to be transversal”

Marta Gonzalo considers “very necessary” the impulse of a culture of greater dialogue and understanding, “now we are in a moment in which everything is radicalized and judicialized, we must promote dialogue and negotiation”.

For this teacher “mediation must be transversal and especially exercised by politicians to do their job better and find solutions to the problems of citizenship.”

The delivery of medals was held last Friday 17 and took place within the framework of the Chair of Social Welfare, Communication, Education and Employment UDIMA-EDAE. In the previous edition, personalities such as the former mayor of Madrid, Manuela Carmena and the journalist Irene Villa were awarded.

EDUCATION FOR PEACE, Europe

Lebanon: Interview with Ogarit Younan (prize for conflict prevention and peace)

EDUCATION FOR PEACE .

An article from Agenda Culturel

The CHAML association has been awarded the “Prize for Conflict Prevention and Peace in Lebanon 2019” from the Ghazal Foundation, which annually awards an NGO. This award adds to the long career of its founders, Ogarit Younan and Walid Slaiby. Pioneers of non-violence in Lebanon and in the region. Initiators of interactive training in Lebanon, they have been recognized as figures of civil society for over 30 years. They have to their credit the creation of several associations and especially the foundation of the University Academy for Nonviolence and Human Rights – AUNOHR.

On the occasion of the award ceremony, Ogarit Younan answers questions from the Cultural Agenda.

How long has the Chaml association existed and what are its goals?

First of all, I would like to salute the GHAZAL Foundation and its founding president Michel Ghazal, for this link, active rather than passive, that he ties with his country, by supporting concrete actions of peace and citizenship each year.

CHAML (“شمل” ، “شباب مواطنون لاعنفيون لاطائفيون”), was created in the heart of the upheavals of 2005 which deeply divided the country. It brought together 260 young people, through activities in all the mohafazats of the country. The members of the founding group come from different backgrounds but without being “denominational” because this is absolutely not the philosophy of CHAML.

In 2008, CHAML obtained the official status of a civil association in accordance with Lebanese law (Opinion No 1040 / Date September 10, 2008).

The CHAML coordination and administration committee is made up of professionals in civil action, trainers who are among the most senior trainers in Lebanon. They have a special qualification and are the first in Lebanon to hold a Masters in Human Rights and Non-violence.

Through its objectives, CHAML works mainly to contribute in the following areas:

* Raise awareness among young students, especially adolescents in secondary classes through an annual program in public and private schools in all regions of the country.

* Undertake peace and citizenship initiatives aimed at resolving conflicts and deep “wounds” in Lebanese society.

* Fight for change in the denominational system and unjust laws.

* Support, through its expertise, other civil organizations, at national and regional level, in projects for young people, women, education and refugees.

Read here for examples of CHAML activities.

The revolution that began October 17 last year aimed be a peaceful uprising. Did you expect such a rising of a population that some previously believed was “in a coma”?

Obviously, we expected something that said “enough is enough”, but it was beyond measure with this massive NO. Moreover, this uprising is the result of an accumulation of small gradual ‘no’ s. Rather than a ‘coma’, I prefer to say longtemps a long silent latent anger, repeatedly expressed through actions, sometimes successful and mostly unsuccessful. The most important thing now is that “the spirit of the revolution” builds a professional and well-organized strategy that is still lacking but developing.

(Click here for the original article in French.)

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Question for this article:

Can peace be guaranteed through nonviolent means?

Where in the world can we find good leadership today?

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During this uprising and in your opinion, what effects have the trainings you have given in recent years had?

We have seen everywhere and in all regions the people we have trained over the past 30 years. They participated in the organization of groups, training in non-violent means of action, the animation of tents in public places, the development of alternatives, coordination between groups, courageous demonstrations in the face of the recall to the civil war and the “denominational style of the militias” and there I could in particular quote the demonstration of the “nonviolent mothers” in Chiyah-Ayn Remmaneh organized by activists of CHAML and students of AUNOHR.

Can nonviolence have the last word?

Non-violence is the only way. Through my meetings and discussions in public places in Beirut and Tripoli, even the people claiming that there is a revolution “only by blood” changed their minds, when they discovered that non-violence is courage, strength and effective solutions, contrary to what they have learned. This leads us to end the glorification of violence, to cultivate the spirit of non-violence and to spread its concrete examples.

Regarding your university, to whom are the doors of AUNOHR open?

The University Academy for Nonviolence and Human Rights – AUNOHR, the only one of its kind in Lebanon and a pioneer worldwide, was officially founded in 2014 and the courses started in 2015-2016.

AUNOHR was conceived according to a philosophy which deals with education rather than teaching, where training within the university is a life in itself, and in the words of Comenius “professional Humanist workshops”.

We offer 9 areas of specialization at the Master and University Diploma (DU) level, drawing on all academic and professional fields, and creating new job opportunities that are internationally qualified as “the jobs of this present in transition and of the future”.

Students come from Lebanon and all Arab countries; the first three promotions are from six countries: Syria, Palestine, Iraq including Kurdistan, Egypt, Jordan and Lebanon.

The participants are from 21 to 67 years old, women and men.

As these are new specializations in higher education, students are from various academic and professional backgrounds: teachers, school directors, journalists, lawyers, university teachers, activists, founders of associations, doctors , elected officials, executives in the public sector, bank employees, religious, coordinators of civil campaigns and political actors, artists, etc.

At the same time, dozens of participants have joined ‘individual’ courses with flexible hours, and received official certificates (each course: 3 credits).

How can everyone participate in spreading messages of non-violence around them?

The best message could only be that of the people trained with us, and I invite you to listen to the testimonies of the students who expressed themselves unanimously that it was a “turning point” in their personal and professional life.

See “AUNOHR in the eyes of its students”, a video with short testimonial videos by the students of the University of Non-violence and Human Rights.

Thanks to Phyllis Kotite, the reporter for this article.

EDUCATION FOR PEACE, Mideast

Querétaro, Mexico: Mediation has benefited almost 8 thousand people in the capital

… EDUCATION FOR PEACE …

A article by Gonzalo Flores in am de Queretaro

Since its creation in March of this year to date, the Mediation Directorate of the Municipality of Querétaro has treated 4,870 citizen conflicts, benefitting 7,850 people who have resorted to this unit for conflict resolution , informed Joaquín Gerardo González de León, head of the Directorate of the Interior and coordinator of the mediation area.


Interview with Joaquín Gerardo González de León

According to the official, only 20 cases out of the total have been sent to the civil courts, when mediation did not work and some of those involved reoccurrent actions of the dispute, although he said that these cases are minimal and correspond to administrative failures.

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(click here for a version in Spanish).

Question for this article:

Is there progress towards a culture of peace in Mexico?

Mediation as a tool for nonviolence and culture of peace

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González de León added that in March of this year the operation began with 8 offices in the municipality and 18 mediators who were trained by the State Superior Court of Justice.

Of the total files created for mediation, he said that in 60 percent of the issues conflicts have to do with neighborhood issues, including noise, parking issues, trash on public roads and pets, which he listed as the main reasons for complaints

Mediation Directorate has resolved more than half of the conflicts between individuals.

He also revealed that in 60 percent of the cases they have reached agreements between neighbors, “and although the problems are not resolved in depth, opening the dialogue is already an advance and on that agreements are made that both parties must respect.”

In the remaining cases, he stressed that no agreements are reached due to the denial of any of the two parties involved, or because they do not attend mediations.

“The high percentage of conflict resolution indicates that the population is interested in solving their conflicts through dialogue,” he said.

EDUCATION FOR PEACE, Latin America

Alpha Blondy in concert in Daloa, Côte d’Ivoire: “Don’t let politics divide us”

… EDUCATION FOR PEACE …

An article from Yeclo

In his concert on Saturday January 4, 2020 Alpha Blondy called on the people of Daloa for stronger union and mutual understanding.

“Don’t let politics divide us. we are one and indivisible and our strength is in unity and understanding that we can face adversity. “said Alpha Blondy at his concert.

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(Click here for the French original of this article)

 

Question related to this article:

What place does music have in the peace movement?

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The concert was scheduled to start around 5 p.m. but did not really start until around 11 p.m. Music lovers, too numerous for the space, came to listen to the artist and his messages. This disrupted the smooth running of the concert. Agents committed to security were overwhelmed by young spectators, but calm returned after an energetic police intervention.

In the middle of the day, the artist met with communities living in Daloa to talk to them about the need to remain united for stability and peace in Côte d’Ivoire. After Dimbokro, Ferkéssedougou, Korhogo, it was in Daloa that the artist held his concert funded by Prime Minister Amadou Gon Coulibaly to raise awareness of the need for union and the culture of peace.

Africa, EDUCATION FOR PEACE

Parents should buy peace toys for their children

.. EDUCATION FOR PEACE ..

An article from El Dia

After spending the Christmas holidays and those of Reyes approaching, as an expert in Alternative Conflict Resolution and Mediation, I invite parents to purchase peace toys for the entertainment, recreation and reflection for children and adolescents in the coming Kings Day.


Alexis Peña Céspedes, special event guest.

It all started through a campaign in 1999, at the initiative of civil society organizations and the Attorney General’s Office of the National District, so that the family should not give games to their infants that incite violence and aggression in the community, school and family.

The “Let’s play for peace … with life toys” campaign influenced the owners of toy companies to avoid traditional violent games; such as guns, submachine guns, tanks of wars; which have an impact so that the minor can learn from them to handle conflicts aggressively.

I have argued that to prevent domestic violence, the “Christmas Campaign Give Toys of Life”, can help initiate a process of awareness among citizens to promote a “culture of peace” through the media and a wide range of activities in the communities.

It is unfortunate that adults (fathers / mothers, parents, teachers and tutors) have favored a culture of violence due to their ignorance in relation to toys. In addition, this has a strong unfavorable influence on the harmonious development of minors. It is the population of “adults” that most often buys war toys.

This campaign invites the promotion of greater awareness among fathers, mothers, adults and family groups, of the need to promote a climate of harmony and peace within the family to foster a culture of Peace, discarding every type of domestic violence.

I congratulate the importing entrepreneurs, since they are aware thanks to the Let’s Play Peace campaign, where personalities from journalism, arts, social leaders and entrepreneurs have been empowered together to promote a culture of peace in the Dominican Republic.

What boys and girls learn with toys

As an expert in conflict mediation, I understand that minors require age, play and recreation. The toys used by the boy, girl and adolescent can influence the type of person that they will be when adult.

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(Click here for the Spanish original of this article)

Questions for this article:

Do war toys promote the culture of war?

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I recognize that forever, boys and girls of all ages and all peoples have played, responding to the need for activity, the need to move, browse, to pick up objects that are close to them, manipulating and experimenting with them.

I understand that as the boy, girl and teenager develop, the game changes. According to their stage of development, the young person may substitute real action for imaginary action, creating a world to suit him, between his imagination and the world of adults, to which he wants to belong.

It is through play that the child can express himself and communicate freely. As the girl and the boy grow older, they will adapt their game to that of others, taking common symbols and rules that will respect, exercising their capacity for self-control and autonomy and thus be peaceful and tolerant people with others.

From this approach, the game, in addition to being the activity that gives the child the most pleasure, helps him to develop all his psychic, physical and social functions, allowing him to get to know the outside world better and become aware of the role he will play and affirm his own particular personality.

In general we need to respect the time and space for the child’s play and be very aware of the role it has in his personality development. We need to take into account that through toys we can channel negative energies towards the positive one that the human being possesses.

In the first 18 months of development of the minor, his reality is seen through the senses and at the same time, is seen acting on it. He does activities with a pacifier, moving with dolls, stuffed animals and crafts.

We should encourage toys that motivate construction, that motivate children to be aware of the nature of their context and games that encourage cooperation in the community, family, school, club and churches.

Through play, children tend to achieve a peaceful organization, management and resolution of conflicts; as well as valuation of the environment, cooperation, solidarity, teamwork and, above all, understanding of rules and respect. In addition, attention and creativity can be positive results of games.

I suggest that in these times of violence and aggressiveness in school and school, it is possible to promote a culture of peace and coexistence through toys. For example, the educational entity can build a mural with student participation where the values ​​of peace are contemplated, recognizing the heroines and heroes of peace in humanity and the country.

I also recommend encouraging the educational community to work in teams, cooperation and communication as effective tools to solve and improve coexistence in school or college.

Also as some school have found, you can use recycling material to build toys.

The school can also promote the reading of stories, fables, stories that promote peace as a value for living together and for personal development. We may encourage in addition, that at Christmas parties and kings, cildren can write to the child Jesus and the kings about their lives and requests for games.

Parents can exchange violent toys for life toys through neighborhood and church organizations. These activities are supported by the Ministries of Education, Culture and Sports.

EDUCATION FOR PEACE, Latin America