Category Archives: EDUCATION FOR PEACE

The Gloria Fuertes School of Andorra demonstrates the “transformative power of education” at the UNESCO National Meeting of Schools


An article from La Comarca (republished by permission – translation by CPNN)

(See also The Unesco Schools Meeting in Andorra to strengthen the culture of peace).

“In these times, with frequent hate speech and violence, I only hope that the essence of what was built 41 years ago with this school lives forever and stays with you.” This is how Lola Oriol, director of the Gloria Fuertes Public School of Special Education in Andorra, concluded the XXXIV National Meeting of UNESCO Schools, which was hosted this year by the center. She received the applause of the 130 participating teachers from all over the world, before which The Friends of Andorra Folklore filled the room with music to conclude an event that “has been a success” and that, above all, has shown “the transformative power of education.”

The UNESCO National Meeting of Schools is organized every year in an educational center in Spain. Last year it was held in Zumaia (Guipuzkoa) and it had not been in Andorra for 28 years. At that time, in 1995, the Gloria Fuertes hosted the eighth UNESCO Schools Meeting, leaving an “indelible memory” for the most veteran people in the network, a feeling that will also be repeated after this year’s meeting. “Being able to carry out this meeting has been the dream of my life,” said Oriol.

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(Click here for the original article in Spanish.)

Question for this article:

What is the relation between peace and education?

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

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The events of the meeting began on Monday and lasted until this Thursday (July 3-6) with conferences, different working group sessions and a round table with experts on the territory’s heritage. In these three days, there was also no shortage of important symbols for Andorra and the rest of the towns in the region, such as the drums and bass drums on the route or visits to “must-see” places such as the Centro Pastor and the Iberian settlement ‘El Cabo’ in the mining town . Representatives of UNESCO Schools from different parts of Spain, and other more distant places such as Angola, Portugal, Poland, Argentina or Cuba were able to discover them. And all this without neglecting the opportunity to taste products from Teruel and enjoy a night of live music and tapas through the streets of the town organized by the Andorra-Sierra de Arcos and Bajo Martín Business Association under the name ‘La noche del Gloria’.

Among the objectives pursued by this meeting are: to promote cooperation, the exchange of knowledge and collaborative associations between similar schools throughout the Spanish territory; highlight the four pillars of education – learning to know, learning to do, learning to be and learning to live together; and act as a laboratory of ideas to stimulate innovative and creative pedagogies to put global concepts into practice in the school.

The three intense days of activity served to set the work objectives to achieve the next course from the Gloria Fuertes School. «Everything will be closely linked to the prevention of bullying and abuse. In addition, we will also work on sustainability issues, something in which we have been immersed for five years now through the ‘Desplastify’ project, with which we seek to raise awareness about the use of plastic in our lives”, explained Oriol.

These objectives will also add value to the heritage of the territory, another of the themes that was present on more than one occasion during the meeting and which could also include the role that Gloria Fuertes fulfills for hundreds of families.

Next year the meeting will be in Aguilar del Campoo (Palencia), although the Andorra special education school will keep its doors open “forever” to all those who made this edition possible this year. «We carry out many events, but I think this has been the most important. For me, it has been the culmination of my life. It has become clear that our school, the Gloria Fuertes, radiates light and people have been able to capture it. I can’t do anything other than say thank you,” its director concluded emotionally.

Dominican Republic: Ministry of Education develops program to promote a culture of Peace


An article from the Government of the Dominican Republic (translation by CPNN)

The Ministry of Education of the Dominican Republic (MINERD) has developed a program aimed at fostering a culture of peace and peaceful conflict resolution in the educational community, especially students.

The National Strategy for a Culture of Peace, as the program is called by the Directorate of Guidance and Psychology of the Vice Ministry of Technical and Pedagogical Services, seeks to strengthen values to form a peace-loving citizenry with the capacity to face and resolve conflicts that may arise in the social environment.

Vice Minister Ancell Scheker pointed out that “the Culture of Peace proposal is implemented with and for all the actors in the educational community, understanding that the school is accompanied by families and in a community context in which we teach and from where we learn to live with the other”.

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Questions for this article:

What is the relation between peace and education?

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He specified the Culture of Peace program in educational centers develops life skills so that students learn to live with others with a sense of respect, guaranteeing harmonious coexistence and taking into account that conflict is natural to human beings.

In this regard, the Vice Minister of Technical and Pedagogical Services said that the Culture of Peace program teaches that while conflict is natural, what is not natural, nor should it be accepted, are the different forms of violence.

Likewise, the national curriculum, which follows a competency approach, includes transversal axes to strengthen the general themes that guarantee citizen training and the integral development of students.

Among the fundamental competencies that are developed throughout the curriculum, some directly affect the construction of a culture of peace, such as Ethical and Civic Competence, Communication, Problem Solving, Personal and Spiritual Development, and Environmental and Health Competence.

Ancell Scheker cited that the General Directorate of Curriculum recently published a booklet on the culture of peace in digital format to guide teachers on how to address the issue transversally in curricular development.

(Click here for the original article in Spanish.)

National Coordinators of the UNESCO Associated Schools Network gather to reflect and share experiences


An article from UNESCO

National Coordinators of the UNESCO Associated Schools Network  reinforced the importance of the network as a laboratory of ideas for educational quality, innovation and transformation by endorsing the “70th Anniversary Declaration” as a result of the conference.

From 6-8 June 2023, the German National Commission for UNESCO and UNESCO ASPnet co-organized the global conference “Strengthening international collaboration towards peaceful and sustainable futures!” to gather 80 participants from 60 countries at the German Federal Foreign Office in Berlin and online.

In the context of the 70th anniversary in November 2023, the conference provided a unique platform for National Coordinators, representatives of National Commissions and the International Coordination Unit to jointly develop new ideas for the network, to reflect on experiences and achievements from the past and present, and to explore ways and possibilities for a successful path to strengthen ASPnet for the future.

ASPnet – a treasure in our hands

For the opening, Assistant Director-General for Education, Ms Stefania Giannini, valued the network as a “treasure in our hands” and as “one of UNESCO`s most powerful networks” in implementing the organization`s values through education in a video message. She further encouraged the National Coordinators to commemorate the 70th anniversary as important milestone in the history of ASPnet through national celebrations as well as together with other countries to honour the global nature of the network.

Germany was one of the 16 Member States, which participated in the first “Scheme of co-ordinated experimental activities in Education for Living in a World Community” in 1953. This successful collaborative experiment evolved into today´s global network of over 12,000 educational institutions in 182 countries. Mr Luckscheiter, Secretary-General of the German National Commission, highlighted the important role of ASPnet schools as drivers for innovation and societal change:

“The schools are a mirror of society – and at the same time, they are bridges into the future. ASPnet has been this bridge to strong and democratic school cultures – from its very beginning as a little laboratory until today with a strong and important outreach.”

Responding to global challenges – Co-creating the future

For the last 70 years, ASPnet has demonstrated its role as a laboratory for innovative teaching methods and its ability to incorporate new topics and approaches into the classroom in response to global challenges and events.

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Question for this article:

What is the relation between peace and education?

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

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Ms Julie Saito, International Coordinator at UNESCO, drew a line from the first experiments on Rights of Women, study of other countries and the Universal Declaration of Human Rights in 1953, to today’s school projects that retain ASPnet’s character as a laboratory of ideas and that, for example, engage students and teachers in shared learning experiences around the colonial past, promoting global citizenship education and intercultural learning.

“Our experimentation is the constant attempt to develop schools, to innovate, to pioneer, to make learning more meaningful and contemporary, to rethink education, to take into account global events and challenges and to empower all learners to assume active roles, both locally and globally, in building more peaceful, tolerant, inclusive and sustainable futures,” said Ms Saito.

Transforming the network for the future – Strengthening international collaboration

The central element of the conference were workshops by the International Coordination Unit around three core processes in transforming the network for the future. In participatory and action-oriented workshops and discussions, National Coordinators jointly explored possibilities for operationalising the new ASPnet Strategy 2022-2030 “Building peaceful and sustainable futures through transformative education”, tested the beta version of the new ASPnet community platform  or shared ideas for developing an ASPnet Young Ambassador initiative following the adopted resolution at the last UNESCO Executive Board. Further, National Coordinators were invited to share their good practices and engage in dialogues with fellow colleagues on how to strengthen transnational collaborations and school partnerships.

Mr Klaus Schilling, National Coordinator in Germany, highlighted in his closing the strengths of the network in learning together transnationally and in taking action for a better world: „The ASPnet Conference in Berlin was a strong boost to foster international collaboration and transformative learning within our network. New synergies between National Coordinators, new thematic and methodological approaches as well as clear strategies to empower students and teachers will help to dynamize cooperation within the ASPnet and to strengthen its contribution towards peaceful and sustainable futures. The rich presentations of the ASPnet Conference – for example on the pilot projects how to confront the colonial past in transnational dialogues as well as the example of Recreation Projects in solidarity with Ukraine show the enormous potential and commitment of its member institutions. ASPnet makes a real difference for another world.“

70th Anniversary Declaration of the UNESCO Associated Schools Network

At the end of the successful conference, the participants jointly endorsed the “70th Anniversary Declaration of the UNESCO Associated Schools Network”. Initiated by the ASPnet National Coordinator in Greece, Ms Vera Dilari, the declaration was the result of a co-creative process during the conference.

The declaration invites National Commissions for UNESCO, other UNESCO networks and entities, policy-makers, civil society, the private sector and other stakeholders to collaborate with ASPnet institutions, National Coordinators and the International Coordination Unit and to support and strengthen the UNESCO Associated Schools Network (ASPnet).

UNESCO ASPnet celebrates the 70th anniversary of the network under the theme “Fostering a culture of Peace and Sustainability through Transformative Education” through the country initiatives of ASPnet members as well as with a dedicated exhibition during the 42nd General Conference in November 2023.

Australia Teachers for Peace


An article from The Educator on line

American cultural anthropologist Margaret Mead once said, ‘Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.’

As societies grapple with escalating global tensions  and the increasingly visible effects of militarisation, one small group of thoughtful, committed citizens is aiming to do just that.

Set up in 2022 following a philanthropic grant, Teachers for Peace has been working tirelessly to steer the narrative towards peace and disarmament in the one place where many of children’s core ideas are formed – the classroom.

A particular focus of the group is to counteract the normalisation of war, challenging the influence of the weapons industry on school STEM curricula, and advocating for policies that promote peace.

Teachers for Peace director Elise West is also the Executive Officer of the Medical Association for Prevention of War, Australia – a national network of health professionals which works from a basis of medical ethics to advocate and educate for peace and disarmament.

“We are building on the long history of teacher advocacy for peace and disarmament, and – in our specific goal of eliminating weapons company influence in education – on the work of organisations Medical Association for Prevention of War and Wage Peace,” West told The Educator.
We are currently pursuing our strategy for change, building connections, and growing our membership – current and former teachers, education workers, and students are all encouraged to join us.”

Militarism is growing worldwide, but it doesn’t have to here

West’s call for action comes at a critical time in Australian – and indeed world – history.

Increasingly worried about China’s burgeoning military and the superpower’s deepening ties with Russia, Australia’s key ally, the United States has been rallying support for a more assertive force posture in East Asia that includes new military pacts.

The AUKUS security pact, announced in September 2021 between the United States, Britain and Australia, includes a $368bn deal to build nuclear-powered submarines for the Royal Australian Navy.

While the Federal Government emphasises that aim of the alliance is to upgrade Australia’s ageing submarine fleet, there are growing concerns it could worsen diplomatic relations with our largest trading partner, China, which perceives the AUKUS alliance as a counterproductive influence in an already tense and volatile region.

Another concern is that the STEM arm of the AUKUS project is beginning to reach deep into the nation’s schools, foreshadowing a quiet recruitment drive by the Defence Force.  

“Some of the world’s biggest weapons companies influence STEM education through sponsorships, partnerships, events, competitions, and more,” West said. “These companies profit from war and insecurity; some of them are associated with weapons of mass destruction, alleged crimes of war, human rights breaches, and corporate misconduct. They should not advertise to children.”

In a 19 June press release, the Royal Australian Navy unveiled a nationwide “Nuclear-Powered Submarine Propulsion Challenge” in high schools, which it touted as “an opportunity for students to gain a greater appreciation of the STEM principles behind the [AUKUS] project”, and a gateway for careers as “submariners, engineers and technicians.”

“The classroom curriculum provided through this program seeks to inspire students to be more engaged with STEM subjects and see how they are practically applied in the real world,” Rear Admiral Jonathon Earley, Deputy Chief of Navy, said.

“The winners [of the Challenge] will experience a visit to HMAS Stirling in Western Australia, tour a Collins-class submarine, dine with submariners and virtually drive a submarine through Sydney Harbour in the submarine bridge training simulator.”

Education equity till 2040 – for the cost of a single submarine

The NSW Teachers Federation  recently issued a statement opposing the AUKUS project stating, “there have been too many times in history when warmongering and armaments build-up have led to international conflict, death and destruction.”

“The agreement compromises the pursuit of an independent foreign policy and has the potential to drag Australia once again into foreign conflict and war,” NSWTF president, Angelo Gavrielatos said.

Gavrielatos said recent “alarmist, war mongering commentary, deployed in an attempt to bolster unsubstantiated predictions of an inevitable war with China” is of deep concern to the Federation.

“For less than the price of one nuclear submarine, the Federal Government could fund the SRS shortfall for the 13 years of school of two cohorts of kids [26 years] till 2040, which coincides with the reported arrival of the first submarine,” he said.

“By that time, the submarines we’re due to receive may well be outdated technology.”

West agrees, saying there is far too little discussion about the real consequences of war and militarism for young Australians, and for young people everywhere.

“The consequences of war for people and the planet are devastating; they devastate for generations. But even before actual conflict occurs, great harm can be caused by things like over-investment in the military, racist and xenophobic framings of others – and by pessimism,” she said.

“Right now, we’re being told to ‘prepare’ for Australia to [willingly] involve itself in a U.S-China war in the next 3-20 years: that’s a profoundly pessimistic vision of the future for our young people. We can and should be doing more to ensure peace.”

Indeed, the stakes of such a war between the U.S and China are higher than most realise, as Max Boot, a columnist, a senior fellow at the Council on Foreign Relations, wrote in a recent op-ed in the Washington Post:

“The risk of nuclear escalation is all the greater because, as a senior U.S. admiral explained to me, it would be difficult for the United States to win a war over Taiwan by attacking only Chinese ships at sea and Chinese aircraft in the skies. The United States could find itself compelled, as a matter of military necessity, to attack bases in China. China, in turn, could strike U.S. bases in Japan, South Korea, the Philippines, Guam, even Hawaii and the West Coast.”

Suffice to say, how such a war between two nuclear-armed superpowers evolves from there is the stuff of nightmares. 

What does peace education look like?

On 26 October 1984, the Australian Teachers Federation held the Symposium on Peace and Disarmament in Melbourne, where the Minister for Education & Youth Affairs at the time, Senator Susan Ryan, declared her support for peace education in the curriculum.

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

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Addressing the symposium, Senator Ryan said the transition of peace studies into educationally acceptable programs was “just beginning”, and outlined some of the things she wished to see included in peace studies programs in Australian schools:

These included:

* A consideration of what might be termed ‘human rights and welfare’, which could include an examination of poverty and social problems associated with the unequal distribution of power;

* Development issues, which would involve an examination of the developed world’s response to third world issues;

* An investigation of ‘conflict and war’, which would deal with the history of militarism, warfare, the arms race, weapons technology and the issue of disarmament;

* Major global issues such as the historical development of nationalism and its effects on world events, particularly war;

* Some consideration of personal development and the importance of conflict resolution.

“Much still has to be done before peace education can become an accepted and approved reality in Australian education,” Senator Ryan said.

Peace education is not a matter for one government or one organisation. A concerted effort among Commonwealth and State Governments, non-government education authorities, teachers, and the general community is needed.”

Encouraging signs of change 

West said there are positive signs of change in Victoria and Queensland, whose governments have updated their learning materials and sponsorship policies to recognise that companies that make weapons are inappropriate partners for schools.

“This is a great step forward, and we’re happy to be engaging with the NSWTF to seek similar changes in NSW,” West said.

A spokesperson for the NSW Department of Education  said the government has today updated its Commercial Arrangement, Sponsorship and Donations policy to exclude weapons manufacturers.

“Schools are not permitted to engage with organisations that make harmful products including unhealthy food, tobacco, alcohol products, gambling products, weapons manufacturing, or anything illegal,” the spokesperson told The Educator, adding the changes to the policy are now live on the Department’s website.

A spokesperson for the Queensland Department of Education told The Educator the Department’s Education’s Sponsorship procedure specifies “unacceptable” sponsorship organisations, which include those that are involved in the manufacturing or selling of weapons, including guns.

“The Sponsorship procedure ensures the department – including our schools, programs and initiatives – is not affiliated with organisations that manufacture, distribute or are associated with the use of weapons.”

No, war is not inevitable

In 1931, an article that appeared in the British newspaper The Times quoted Mahatma Gandhi as saying, “If we are to reach real peace in this world, we shall have to begin with the children”.

There are others however, from Sigmund Freud to Leo Tolstoy, who have argued that war is an inevitable event; an ingrained feature of human nature.

In 1932 Albert Einstein asked Freud, ‘Is there any way of delivering mankind from the menace of war?’ Freud answered that war is inevitable because humans have an instinct to self-destroy, a death instinct which we must externalise to survive.

Leo Tolstoy’s ‘War and Peace’ asserts that war, fuelled by inherent human aggression and ego, inevitably imbues life and death with meaning, and is therefore here to stay.

Likewise, Hungarian-American psychoanalyst Franz Alexander, peacetime is nothing more than “a period of preparation for future wars that are inevitable”.

Another example of war’s supposed inevitability that is sometimes brought up is that if a large, powerful nation wants something it cannot get by non-violent means from a smaller, weaker nation, it will invade that country to seize it – whether that be mineral resources, or land that is of religious or cultural significance – by force.

So, is war really inevitable? And are ongoing efforts aimed at getting kids to un-learn this seemingly inbuilt feature of humanity nothing more than a fanciful endeavour?

The answer to that question is, fortunately, no.

More than four decades of study into the drivers of aggression reveal that peace does, in fact, have a real chance.

Henri Parens, groundbreaking psychiatrist and psychoanalyst, author, and inspirational Holocaust survivor, published a book in 2014, titled: ‘War is Not Inevitable: On the Psychology of War and Aggression’, in which he argues that our historical tendency towards destructiveness stems from excessive psychic pain rather than an inherent aggressive drive.

“Humans have the capacity to choose peace over violence,” Parens wrote. “We need to educate ourselves about the causes of war and develop strategies for preventing it. We also need to create a culture of peace, where people are taught to resolve conflict peacefully.”

In this context, schools have perhaps the most important place of any institution when it comes to making meaningful changes. After all, today’s young people will become tomorrow’s leaders.

On June 12, two-term Illinois governor J.B. Pritzker gave a commencement speech at Northwestern University in Evanston, Illinois, in which he distinguished an unevolved society from an evolved society by explaining it in terms of empathy and compassion.

“When we see someone who doesn’t look like us, or sound like us, or act like us, or love like us, or live like us — the first thought that crosses almost everyone’s brain is rooted in either fear or judgment or both. That’s evolution. We survived as a species by being suspicious of things we aren’t familiar with,” he said.

“In order to be kind, we have to shut down that animal instinct and force our brain to travel a different pathway. Empathy and compassion are evolved states of being. They require the mental capacity to step past our most primal urges.”

Pritzker continues: “I’m here to tell you that when someone’s path through this world is marked with acts of cruelty, they have failed the first test of an advanced society.”

Schools are where peace can begin, and war can end

Pointing to today’s precarious geopolitical climate, West said there is perhaps no better time than now for schools to ramp up peace education than now.

“There is a long tradition of Australian educators teaching the importance of peace across the curriculum. Schools’ focus on things like tolerance for difference, or restorative approaches to conflict, are also great examples of how education contributes to a more peaceful society,” she said.

“In our current geopolitical climate – with the prospect of war looming – we think there’s also a need to loudly and explicitly challenge the normalisation of war, examine the underlying causes of conflict, and to ask who suffers – and who benefits – when war happens.”

West said rejecting the influence in education of corporations that profit from war is “a concrete action” schools can take to foster future leaders who can take up this challenge.

“School principals play an absolutely definitive role in eliminating harmful influence in education, and we’re here to help them do just that,” she said.

“Principals can choose not to participate in programs branded by weapons companies, adopt internal policies on the matter, ask education departments to improve policies, and ask their favourite STEM programs to reconsider their association with companies that do harm.”

Songs Dedicated to Abolishing War, Establishing Justice, and Fighting Climate Disaster


An email to CPNN from Mistahi Corkill


I link below my anti-war music video, No to NATO. I hope my song is useful for the anti-war movement to build up forces and strength to oppose those who wish to keep us in perpetual war. Build a people’s lasting victory for peace! Disband NATO! Bring the troops home! 

All the best!


page for Mistahi Corkill at Peace and Planet News

Question for this article:

What place does music have in the peace movement?

Video: No to NATO

Other released videos

Rome is Burning – Song written and recorded for the mass movement which erupted after George Floyd was killed
Move On
Killer Drones

Mexico: UV launches Plan for a Culture of Peace and Nonviolence


An article from Universidad Veracruzana (translation by CPNN)

In an effort to promote peace and eradicate violence in the university environment and in society in general, the Universidad Veracruzana (UV) General University Council unanimously approved its Culture of Peace and Nonviolence Plan, in a session held last June 2nd.

This initiative promotes the construction of a harmonious and respectful coexistence among all members of the university community, as well as promoting a culture of peace in the state of Veracruz and can be consulted at the institutional site.

The program, developed by a multidisciplinary team of experts in education, psychology, sociology and human rights, aims to sensitize the student, academic and administrative community about the importance of promoting peace as a fundamental value for the integral development of people. and society.

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(click here for the original version in Spanish).

Questions for this article:

Is there progress towards a culture of peace in Mexico?

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The Culture of Peace and Nonviolence Plan is articulated with the institutional policies that establish promoting a culture of peace and nonviolence with a focus on human rights, gender equality and equity, as well as recognition of interculturality and the diversity of diversities. It proposes actions based on university regulations that promote good practices among the university community, laying the foundations on the principles established in the UV Code of Ethics.

By mainstreaming human rights and the peaceful resolution of conflicts, the plan aspires to guarantee university spaces free of all types of violence, through awareness, dialogue, the promotion of equality, inclusion, equity and interculturality.

Similarly, it seeks to implement affirmative actions and specific support that guarantee equity in access to the institution for vulnerable groups; Likewise, promote collaboration networks at the institutional level that promote synergies for the dissemination of knowledge and the construction of a culture of peace.

To achieve these ends, communication and dialogue will be promoted as tools for the construction and transformation towards a culture of peace that extends at all levels, both in academic entities and in university units.

The implementation of this program adds to the efforts that the UV has been making in terms of social responsibility and comprehensive training of its students, with the purpose of training professionals committed to social welfare and the construction of a more just and peaceful society. Through this initiative, the institution reaffirms its role as a benchmark in the promotion of fundamental values for human development and the progress of Veracruz society.

Mexico: UAEMéx and the Judiciary promote a culture of peace


An article from Capitale México (translation by CPNN)

Today, more than ever, it is vital to remember and value the importance of generating a culture of peace in our society, stated the rector of the Autonomous University of the State of Mexico (UAEMéx), Carlos Eduardo Barrera Díaz. Along with the president of the Superior Court of Justice of the State of Mexico, Ricardo Sodi Cuellar, he awarded of the First State Oratory Contest for the Culture of Peace, closing the “Week of Access to the Culture of Peace.”

In the Aula Magna “Licenciate Magistrate Gustavo A. Barrera Graf”, the rector emphasized that peace is the construction of a coexistence based on respect, understanding, tolerance and empathy. “Peace is achieved when we recognize our interdependence and commit to treating others with dignity and fairness,” he said.

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(click here for the original version in Spanish).

Questions for this article:

Mediation as a tool for nonviolence and culture of peace

Is there progress towards a culture of peace in Mexico?

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He highlighted that the collaboration between the Judiciary of the State of Mexico and the UAEMéx was essential to make this event possible and urged those present to continue building bridges and promoting peace in all areas of our lives.

In his turn, Ricardo Sodi Cuellar celebrated that the university offers a Bachelor’s Degree in Alternative Conflict Resolution, since building peace is the most important desire of any society.

“Mediation is a fine, elegant art, where people learn through the mediator, who is the one who facilitates this aspect, to build the foundations for peace, to resolve a conflict. This is important because society always has conflicts and the way in which we resolve them will bring us closer to or further away from peace,” said the magistrate.

In his turn, Judge Enrique Víctor Manuel Vega Gómez stressed that in order to talk about building a culture of peace, one depends on the involvement of society.
He asserted that holding this event, in which the Universidad Mexiquense de Seguridad also participated, is a way of leading youth towards the creation of a participatory democracy, that promotes peace.

The director of the Faculty of Law, María José Bernáldez Aguilar, pointed out that the combination of efforts between state institutions is essential for the construction of a solid and lasting culture of peace.

By joining forces, she said, we demonstrate that building a culture of peace is not an individual task but a joint effort that requires the active and committed participation of all institutions and social actors. “It is through this collaboration and teamwork that we can lay the foundation for a more peaceful and just future,” she said.

A song for peace


A request received by email at CPNN

Dear CPNN,

I am humbly reaching out to you and your esteemed partners for a collaboration with your organisation to campaign for peace and for women empowerment and children safety using my song titled Peace World Need, music released early this year.

Frame from video of the song

It’s been a desire to reach out far calling on your organisation with proposal.

In this, I am humbly looking at song put on the airwaves to have message out to the people. It is often the case that the more a message is communicated to people, it impacts on their thinking to influence subsequent decisions and to a larger extent subsequent actions of the people.


We are all one people
One nation
Let us unite

Many language
Varying beliefs
But we are all one

Hurt no woman
Helping children

We need one another
For a better world

Save a life, save a life
Loving one another
As much as we can
Save a life, save a life
No other way to our peace.

Question for this article:

What place does music have in the peace movement?


Daniel AYISI is a Ghanaian in Ghana coming from the Eastern region for the father side and from the Ashanti region the mother side currently living in Kumasi, the city in Ashanti Region.

Music has been a dual occupation alongside his accountancy profession being a graduate in Business Administration 
Born on the 1st of December, he recalls some instance tracing when and how he came up with music. At the primary school in the boarding house he recalls he was made the entertainment prefect. He recalls he was playing the konka drum for songs performed by colleagues during entertainment but do not know when he learnt playing this local drum. At the youthful age, he recalls he wrote and composed a song for the youth church choir, a song the choir leader commented was interesting though unused.

Music composition has been carried out through out his life partially realizing most of his songs in different genres at amazon music years ago. It was from 2018 he took up music occupation for a career fully releasing some singles and an EP and also having a video on the you tube EP titled, Thanksgiving, same title for music video.


Name of Artist : Daniel AYISI
Artist Name: Daniel AYISI
Country of Origin: Ghana
Music Status: Independent Music Artist- Composer, Songwriter, Singer, Producer.
Copyright Affiliation: CMMRA
Other Contacts: WhatsApp Mobile Phone: +233 543 050 667.

Review of Against War: Building a Culture of Peace – a book by Pope Francis


Excerpts from an article by William J. Collinge in The Journal of Social Encounters

Against War: Building a Culture of Peace. Pope Francis. Maryknoll, NY: Orbis Books, 2022, paper, viii + 132 pp., ISBN 978-1-62698-499-8.

Against War is a collection of excerpts from the writings of Pope Francis on war and peace. The occasion for the book is the war begun by the Russian invasion of Ukraine on February 24, 2022.

The book begins with an introduction by Pope Francis, dated March 29, 2022. Eight sections of selections follow. The first section, “With War, No One Wins,” consists almost entirely of texts after the outbreak of the Ukraine War. The second section, “A Culture of Death,” gathers texts on the harmfulness of war and the foundations of peace. The third section is titled “The Criminal Folly of Nuclear Weapons,” and it is followed by a section comprising excerpts from Francis’s trip to Japan in 2019, chiefly the speeches he made at Hiroshima and Nagasaki. The next section, “Peace and Fraternity,” contains texts from the Pope’s journey to Iraq in 2021. A major theme is collaboration across religious lines to rebuild Iraq’s war-torn society. The next two sections, “A Better World,” and “An Artisanal Path,” discuss peace and the way to build it. The last section consists of prayers. The book concludes with “Afterword: A Century-Long Magisterium of Peace,” by Andrea Tornielli, the Editorial Director of Vatican News, setting Francis’s teaching in the context of that of his predecessors.

I will summarize what the book says about war and peace in general before turning specifically to what Francis says about the Ukraine War in this book and in subsequent statements.

It is clear that for Francis the enemy is not Russia or any other combatant. It is war. Francis’s emphasis is always on the effects of war, not the state of mind or character of those who declare wars or fight in them. The second line of text speaks of “the disaster caused by war” (p. 1). Francis goes on to speak of the death and wounding of innocent people, especially children, the destruction of homes and displacement of people, the state of fear in which people live, and the transfer of resources from human needs to weaponry. All of this is consistent with recent popes’ increased opposition to modern warfare due to its destructive capacity.

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Question for this article:

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

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Two themes that are characteristically, though not uniquely, Francis’s are his consistent “option for the poor” and his attention to the environmental costs of war. He urges us to “give first place to those who suffer” (p. 83), to look through the eyes of victims “and listen with an open heart to the stories they tell” (p. 31). He reminds us, “War always does grave harm to the environment” (p. 28), and he calls on us to develop a peaceful relationship to our common home and all who dwell in it (pp. 106–107).

Nuclear weapons, if used, greatly amplify the death and destruction caused by war. The sheer building and possession of them is a huge waste of resources and increases the danger of their deliberate or accidental detonation. “The use of atomic energy for purposes of war is immoral, just as the possessing of nuclear weapons is immoral” (p. 51). Nuclear weapons should be made illegal as well (p. 43). Nuclear deterrence generates a climate of fear and a false sense of security. “Peace and international stability are incompatible with attempts to build upon the fear of mutual destruction or the threat of total annihilation” (pp. 45–46).

What is the alternative to war? Francis would reject that way of formulating the question. For him, there is today “no real alternative to peacemaking” (p. 85). Peacemaking calls for dialogue and encounter, two words that recur frequently in these texts. It calls for “immersing ourselves in situations” (p. 83). In the “culture of fraternal encounter” we must set aside fear and allow ourselves to be vulnerable (p. 98). “Fraternity” is another word that appears very often in this book. It is an awkward term in English, with its etymological gender-exclusiveness (though in American English “fraternity and sorority” would be worse). The Pope’s intention in speaking of fraternity, however, is inclusive, to emphasize that we are all brothers and sisters “as children of the one heavenly Father” (p. 98). He links fraternity to Jesus’s call to love one another, which includes those we might otherwise regard as enemies (pp. 113, 90). Love of enemies implies the rejection of violence in resolving differences: “To be true followers of Jesus today also includes embracing his teaching about nonviolence” (p. 91).

Peace is not a “possession” one can hold on to; rather, it “puts you in motion” (pp. 86–87). It is an “artisanal path” (p. 95), one which everyone can “build … day by day through small gestures and acts” (p. 93). It requires “craftmanship” to build “processes of encounter” (pp. 99–100). Francis concludes, “May the Lord help us to journey together on the path of fraternity and thus to become credible witnesses of the living God” (p. 115).

On the second page of the book, Francis turns to the Ukraine War. He deplores the death and destruction the war has caused (pp. 2, 7) and also the increased arms race it has sparked (p. 9). He worries that it might escalate to nuclear war (p. 4). He calls for “the good sense to negotiate” (p. 17).

Click here to continue reading remarks on the Ukraine War and to read the list of references.

World Movement of Poetry: for the Culture of Peace


An article from Ici Beyrouth (translation by CPNN)

The World Poetry Movement (WPM), an international organization that brings together poets and poetry promoters from five continents, expresses its concern and opposition to the armed conflict between Russia and Ukraine, whose two sovereign nations are protagonists, and pleads for a peaceful solution. History teaches us that war is not a solution to conflicts, but a scourge that affects humanity as a whole and it is our duty to warn of the real danger of a nuclear escalation, the possibility of which constitutes a imminent threat to life on the planet. As poets, we embrace the word as a means of sensitive creation, but also as a political and social tool for building a fairer, more equitable and more humane world.

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(click here for the French original of this article)

Question for this article:

How can poetry promote a culture of peace?

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Therefore, the WPM welcomes the initiatives of China, Brazil and other countries that have come out in favor of a negotiated solution to the conflict between Russia and Ukraine. We join the call of the social movements in dialogue as the only method of resolving this conflict and all other international conflicts. It should be noted that, from the ideological point of view, the World Poetry Movement (WPM) is a plural space that unites poets of all different persuasions and positions.

This plurality has not been an obstacle to uniting to defend the cultural and political diversity to which the peoples of the world are entitled. We know from experience that what we have in common can prevail over small differences: the love of life. To paraphrase Saint Augustine, in the face of war, we ask no one how he thinks, but how he loves.

That is why we cannot and do not want to be indifferent to the conflict between Russia and Ukraine or forget that there are currently many other wars in the world that are ignored by international public opinion. The war in Yemen, the Israeli Palestinian conflict, the crisis in Myanmar, the situation in Syria, Colombia, among others, are painful events that require equal attention and actions from humanity as a whole to reach solutions. fair and peaceful. It is our duty, as poets, to be witnesses and champions of human values, but also to mobilize poetry and citizens for the construction of real solutions.

Combining words with action is the only way we know to achieve the utopia of a world for peace, for justice and for life, everywhere and for everyone.