Draft - December 3, 2002

McMaster Peace Education Conference

November 7 - 11, 2002

Outcome Document Preliminaries

(compiled by Brandon Gallant)

INTRODUCTION (by Robert Stewart)

On Monday November 11, 2002, following (and based on) four days of workshops and Conference in which we had 105 participants (To see the Detailed Conference Agenda click here.) , 20 people participated in an Action Planning Workshop at McMaster University to develop an Outcome Document, proposing a Vision and Action Plan for Peace Education in Canada. I believe you will find the results below truly amazing (for what could be accomplished in one day) and ground breaking. A peace education course could (should) be developed on this material alone.

I emphasize the word "proposing". This is the well-intentioned work of 20 individuals. We table this for the consideration of all Canadians and invite your feedback. We also invite people who do not live in Canada to help us out (you may also utilize our experience in your country, as our friend Yiannis Laouris is in Cyprus). This document will evolve, and keep getting better with more input and experience.

I urge you to read the material below carefully, and make a decision on what part of this great plan you would like to act upon. We do not have to wait until the Vision and Action Plan is perfected to start implementing important Action Steps. Many hands make light work. Everyone, of all ages, can make a difference.

On behalf of everyone at the Conference, I would like to give a hearty 'thank you' to the participants in this workshop, and to Brandon Gallant who did a wonderful job compiling this extensive report from about 1,000 "sticky notes".  [Please report any typos or clarifications to me at stewartr [at] peace.ca ]



Marika Ince, High School Teacher (Halton)
Ennio Paola, Significant Music (and high school teacher)
Joan Engel, Alberta Learning (observer)
Yiannis Laouris, Technology for Peace (Cyprus)
Larry Fisk, Canadian Peace Research and Education Association (and university professor)
Seddika Abdelkader, student (McGill U.)
Sue McGregor, professor (Mount Saint Vincent U.)
Taj Saran, student
Lori Adams, public school principal (Sudbury)
Janis Klavins, student (McMaster U.)
Sarah Ferguson, student (McMaster U.)
Simon DeAbreu, student (McMaster U.)
Janis Alton, Canadian Voice of Women for Peace
Brandon Gallant, student (U. Waterloo)
Meg Gardinier, Hague Appeal for Peace Global Campaign for Peace Education (U.S.A.)
Rob Porter, student (McMaster U.)
David Adams, Culture of Peace News Network (U.S.A.)
Beverley Davis, Peel Peace Campaign
Ray Cunnington, Hamilton Culture of Peace Network
Bob Stewart, Canadian Centres for Teaching Peace (workshop facilitator)



A.1 Vision for Peace Education in Canada:

Peace Education be implemented in Canada at all educational levels by 2010 - the end of the Decade for a Culture of Peace and Non-Violence for the Children of the World.

A.2 Short Term:

- Concept - The politics of the educational process

- Practice - Educational alternatives for political awareness - critical consciousness and conscientization

- Concept & Practice - The hidden curriculum of schooling = the invariant structure of schools: compulsory universal.

- "Pay it forward" concept - an idealistic approach to fast, local spread of the peace system.

- Notion of political culture(s) (what form?) -in the classroom, in church, in the workplace, in the family, in clubs.

- Put peace education on the Canadian Agenda

A.3 Medium Term:

- Each Province and territory puts in place a peace education curriculum and a certification of teachers in peace as a ‘teachable’ area.

A.4 Long Term:

- To educate the world towards a culture of peace for the express benefit of all humankind

- To affirm peace and growth on all levels of society from the individual to the world

- To instil a sense of community among all citizens of the world

- To allow every human being the ability to live their lives to the fullest without restrictions on freedom, expression, or livelihood

- I hope to see students given a larger role in their education in the years to come to foster peace through education in Canada

- I live for the day when cities all across this grand land are centres of peace (generators) - peace producers

- That one day the integration of peace education in our schools will be as uncontroversial as the inclusion of mathematics or science.

- My vision is that one day, learning peace will be as natural and integral as learning to walk

- Peace Vision - Through peace education, everyone will live in harmony in a compassionate, caring, sharing community shaped by a non-violence approach to life

- Concept - The pollution of the social imagination - Local - Individual, Family, School - Community - Nation - Two-thirds world.

- Concept - The modernization of poverty - Material deprivation, psychological impotence, environmental degradation

A.5 Thoughts:

- The "Queen" concept of peace - "Is this the real life, is this just fantasy? Caught in a landslide, no escape from reality. Open your eyes, look up to the sky and see." - Bohemian Rhapsody (by the band "Queen")

- To live life without freedom is not to live at all.

A.6. Sintra Document (U.N.E.S.C.O.) http://www.peace.ca/sintra.htm

Schools should emphasize not only specific knowledge and skills, but also the development and practice of the social relations.  This requires that the education process involve not only students and teachers in an active teaching/learning relationship, but also the entire staff, parents and surrounding community in a common shared endeavour.



B.1 Culture of War/Violence in the Classroom:

- playground fights
- "blood on the wall"
- bathroom culture/private confrontation
- bullying
- gender dynamics
- gangs?
- racism
- kids getting hurt
- on the schoolbus
- FEAR in school/learning
- exclusion/alienation
- cynicism
- no listening
- aggression/stereotyping
- resistance to change
- highly politicized
- teachers, administrators, parents, community and students have fragmented and take no collective decisions.
- Decision-making is top-down, not bottom-up in all school systems.

B.2 Culture of Peace in the Classroom - Educational Process in Schools:

- fun
- culture of peace scaffolding - we’re not perfect
- conflict resolution programs
- critical thinking
- safety
- awareness of world
- care in the school (teachers <–—> students)
- respect for diversity –> sharing
- sensitivity to learning styles
- teacher postures behaviour
- student’s rights respected –> listening
- understanding of rights and privileges
- engagement
- value-ing –> student leadership/decisionmaking
- all kids included
- students value-ing each other
- affirmations in classroom/school
- responsibilities to act/active learning
- schools should be schools of democracy involving students, teachers, parents, community and administrators
- business funding to school boards for costs of curriculum development and training
- student centred cooperative learning
- learning how to be vs. how to do - Delor’s four points (reference http://www.unesco.org/education/pdf/15_62.pdf )
- empowering
- mutual respect of all stakeholders



C.1 Tactics

- unions of teachers & all unions, teachers’ unions collaborating with Ministries of Ed., Peace Ed to teachers’ unions.

- Provincial Conferences where they are interested (involve contiguous provinces)

- visit boards to discuss

- authority - 1. Kids say they want peace education. 2. U.N. 3. Citizen authority ("we the people") (reference http://www.peace.ca/unesco1974recommendation.htm and http://www.peace.ca/unesco1994declaration.htm )

- contact local business and address ethical issues and ask for funds to support ways for conflict resolution, labour peace, don’t make your customers poor (or kill them!)

- Bottom up (grassroots) (groundswell) & top down

- support each other (take care of ourselves) with hope and optimism

- "certified conference"

- talk to people "in power" (religious organizations/business/etc.)

- cultivate peace education leaders

- develop unity and cohesion

- active inclusive - eg: black community/aboriginal

- music metaphor

- community level discussion

- handbook of peace education (Peidre Fisher)

- COP News Network (scaffold/Internet E-peace) (reference http://www.culture-of-peace.info/cpnn.html )

- student action and lobby <– support them

- help teachers <– support them

- integrate other subjects into peace education

- HAP postcards (reference http://www.haguepeace.org )

- co-opting

C.2 Community Level - Short Term

C.2.1 General

- Violence is the problem and can be overcome by non-violence.

- If what you are doing isn’t working, change it.

- Peace Education = A conscientious and creative engagement (non-violent - assertive) with the perceived differences: intractable others, multi-ethnic communities, unhealthy structures (traditional classroom, corporate enterprise) and psychological predispositions (the ‘other’)

- Clarify people’s individual and collective interests in peace education (needs assessment) Are people interested in personal peace or world peace for instance? Maybe some people who care about interpersonal peace aren’t as interested in global peace.

C.2.2 Action Oriented

- Develop a Canadian Peace Prize to be awarded annually (to 2010) to 1 adult and 1 child outstanding in their peace (education) promotion. The winners could be selected by adults for the adult candidate and by kids for the child candidate.

- Associated school project - Purpose? Getting some schools started

- Create a Canadian Commission of the Global Campaign for Peace Education (based at either the Canadian Centres For Teaching Peace or the McMaster Peace Studies Centre?) (reference http://www.peace.ca/globalcampaignforpeaceeducation.htm )

- Pledge idea? - Make an individual commitment to constant self-improvement, being conscious of our own words and actions, regularly evaluating our behaviour and actively striving to acknowledge our own shortcomings and improving our negative behaviours.

- Taking the time and making the effort to challenge our culture of war through letters to the editor. Articulating a peace educator’s take on terrorism, Iraq, racial profiling, bullying, etc. etc. to reach wider public.

- Join international networks on peace education such as I.P.P.A. Peace Education Commission, Peace and Justice Studies Association, Hague Appeal Global Campaign for Peace Education.

- Need to re-connect with our established partners to bring in the views ‘from another man’s shoes’.

- Prepare for wide-spread publicity and awareness of Sept. 20 - International day of Peace

- Conduct a study of the state of the art of peace education in schools in Canada - use this when approaching ministers of Education.

- Strike a committee to flesh out content of a peace education curriculum and the pedagogical/philosophical approach.

- One pager in the white pages telephone directories - "cultivating a culture of peace"

- Letter to all chairmen of the board and CEOs of Canadian ILEC’s (Incumbent Local Exchange Carriers) Bell Canada, Telus, etc. Co-signed by: Bob Stewart, 2 Canadian Senators, UNAC? Hague Appeal? Gov. General? 1 page: urgent and critical need to raise awareness of a ‘culture of peace’, mass distribution is essential and a major challenge, ubiquity of ‘white pages’ directories, requesting one page in the front pages of the white pages (provide draft copy) - culture of peace, parental roles, educational institutions, community society, contact web site?

C.2.3. Future Conferences

- Hold Annual National Peace Education Conferences up to 2010, the end of the UN Decade for a culture of peace and non-violence for the children of the world. Ideally in collaboration with like-minded groups such as the Canadian Bureau of Education and the International Community.

- In an attempt to more closely walk the talk, we could offer fair-trade coffee and tea at all conferences.

- Create working groups on sub-themes in peace education - ie: curriculum development, advocacy/main streaming, school reform, creating new education structures, youth, parents and peace education, etc.

- Find ‘sympathetic’ governments and businesses who may support next year’s meeting and broad public awareness campaign.

- Consider format and major themes for next year’s meeting.

- What ‘vision’ can be formulated that will have resonance with broader society, not just hard-core peace activists?

- Produce an outcome document and statement on the platform, vision and intentions of this group - peace education

- Articles for local/national media - alternative and specialized (eg: education oriented) that proclaim this conference’s outcomes/goals

C.2.4. Youth

- Parenting education pamphlets accompanying existing courses

- Parenting/day care centres, early years centres - develop parenting skills ~ attitudes and values such as safety, love and respect, and socialization skills

- Youth delegations to visit provincial ministers of education

- Organize local high school ‘peace committees’ where students from various schools can meet for more in-depth/action oriented peace workshops on an annual/bi-annual basis. These attendees can then go back to home schools as peace leaders/motivators.

- Introducing a school campaign using the cards introduced by the Hague Appeal for Peace so that students (especially highschool) can demand peace education be part of their regular curriculum.

- Post the charter of rights and freedoms in classrooms

- Apply "A World Fit for Us" - Children’s Forum Message from the United Nations Special Session on Children. (Reference 'A World Fit For Children' http://www.peace.ca/AWorldFitForChildren.pdf and Children's Forum Message http://www.peace.ca/ChildrensForumMessage.htm )

- As a teacher, commit to exposing issues of discrimination, violence, "us and them" mentality, etc. whenever the opportunity presents itself and discuss alternatives –> the curriculum in humanities and social science allows this in Ontario.

- Develop a teaching tool to use to debunk prevailing "world view" to make room for the culture of peace world view.

- Develop or find a series of workshops (train the trainer models) to help people see themselves as agents of social change (risk-takers/leaders)

Towards the development of peace curriculum - insert 3-4 projects and/or extracurricular activities at all levels of education

- develop peace education curriculum at all levels which is rights-based (ie: U.N. and country specific instruments, awareness of all human rights tools.

- Youth should be shown more about peace initiatives in history than they are now

- Elementary and secondary character education

- Elementary and secondary conflict resolution skills

- Encourage in-class discussions on peace at earlier ages.

- Value opportunities: ‘if we don’t know what we value, we can’t protect it’ (peacefully) a) identifying own, b) comparative examples with poor countries war-win etc...

- Commitment activities –> peace creed eg: at school/in Canada I have right to ___ This means that no one will ___ I have a responsibility to ___

- If possible, inventory and centralize peace education resources (access info, not actual full collection)

- utilize distribution network of classroom connections company - enclosures in their mailings.

- Resources to boards of Education - curriculum links eg: Learning to abolish wars, Teaching towards peace, cultivating peace.

C.2.5. Funding

- Explore fundraising alternatives for next year’s meeting

- Procure money for all initiatives

C.3 Community Level - Medium Term

C.3.1. General Principles

- develop mechanism to get the term ‘cultivating a culture of peace’ ubiquitous in society.

- achieve broad understanding of what ‘cultivating a culture of peace’ means.

- provide simple advice to ‘non-card carrying’ peace supporters re: their mind set change and children’s change in behaviour

C.3.2. Resources

- Develop a central resource centre - web accessible - for the collection and distribution of peace education data.

- after visioning, develop teaching resources to be implemented.

C.3.3. Teacher Education

-Organize peace education workshops for teachers - offer to run them at board/local levels

- Teacher education course inclusion as required (not optional)

- Strike a committee to consider what teacher education for peace would look like - pre-service and in-service approach - Work with University Department of Education teacher training people.

- In-service of peace education resources - administration, consultants, teachers, train the trainer, in school.

C.3.4. Curriculum

- Requirements of the curriculum - The curriculum must contain elements and samples that lead to action and contribution. In other words, it must not simply help the individual become a ‘better person’ or ‘understand’ the concepts of peace or ‘develop values’, but contain activities that make a difference at all levels (classmates, neighbourhood, community, international)

- Develop programs in all provinces that learn from the Alberta Safe and Caring Schools Program.

- Violence Distorts Good Decisions - Teach non-violent ways for children to resolve problems (conflict transformation)

- Umbrella curriculum for peace education in schools.

- Curriculum verification of bias, information, prejudice, etc.

- Include current issues within curricula and encourage discussion about these issues. Encourage students to respect the opinions of others within this forum to help open their minds to diversity.

- Offer courses in the theory and practice on non-violence in all schools.

- Engage in the curriculum development process at all of the provinces learning from Alberta experience.

- Learning Environments - Critical Reflection is also action - developing critical political awareness, respect, creativity, love, humility, mutual trust, hope and freedom in the classroom.

- Partner (informally or formally) peace educators/activists with individual schools or boards as sources of resources, motivation, encouragement, enlightenment, political change, etc.

- The requirement to involve children in everything that concerns them can be partly satisfied by adding projects that are considered completed only when they have an action attached to them. For example: Projects about the environment are fed into a competition and the best ones are awarded and delivered to members of the parliament or relevant NGOs. NGOs can take advantage of this work and use it as justification to support their projects and goals.

C.3.5. Business

- Work with Rotary and Lions clubs for global culture of peace education as a priority

- Develop campaign to depict the ‘culture of peace’ to the business community so they understand that a ‘peaceful’ society does not represent a ‘risk’ or a disruptive change.

C.3.6. CPNN

-Support McMaster Students (and other Universities) for development of Culture of Peace News Network on the internet in Canada

C.3.7. Lobbying

- Create a tool to facilitate lobbying and approaching ministers of education

- Major effort with sympathetic federal government officials to get ‘peace’ on the agenda.

- Arrange meetings with key/strategic education policy makers and stakeholders.

- Get coherent useable input to council of ministries of education to get on the agenda and understand that it can and must be done.

- Lobby CMEC to sensitize ministers of education to the need for peace education. Help them do this and get message to department of education.

- Recognize that ‘people respond to incentives’ - what incentives are needed for education ministers, government leaders, business leaders and ordinary moms and dads? De-marginalize the movement.

C.3.8. Network

- Create/develop and link with on-line international networks: consolidate information on networks that already exist.

- Create ‘committee’ to facilitate links and synergy between global education, citizenship education, human rights education and environmental education etc. with peace education.

- Hold annual summit conference exploring themes of peace education and action plans.

C.3.9. Children

- Hold a youth conference shadowing the McMaster Peace Education Conference

- Support the children’s International Summer Villages as a major peace education institution.

- Encourage students to provide input on their education.

C.3.10. High Risk

- Be ready to fill the jails like they did in Montgomery Alabama

- Support the Pugwash/Science for Peace initiative with Canadian Parliamentarians - Measuring decision as life/death for planet.

C.3.11. Other Constituency Outcomes

-Liaising with black community (leaders, students, individuals 93.5 flo –> radio bits on peace, promoting it, confronting black on black crime. Especially in light of Toronto Star report on Racial Profiling, we must have their voice in the discussion

- Peace Parks (International Holistic Tourism Education Centre - IHTEC) - quiet areas for enjoyment of nature, reflection, meditation, conversation.

C.3.12. Recommended Outcomes from the Adams/Goodman Workshop

The specific content and action plans for peace education/safe and caring schools/conflict management education/character education in schools should:

1) Be developed collaboratively by all education stakeholders at the local level.

2) Be based on the UN Declaration and programme of action on a culture of peace and the manifesto 2000.

3) Be integrated into prescribed curriculum in all subject areas.

4) Take into consideration the full program of studies.

5) Include a variety of professional development and in-service resources and implementation support (time) for all staff in general and teacher in particular.

6) Include measures/assessment instruments that can be used to demonstrate success, which is defined in outcome statements.

C.4. Community Level - Long Term

C.4.1. General Concepts

- Work like an earthwork and keep the vision of a soaring bird.

- Dance

- Promote cultural festivities within the community that exist as boundary-free. Celebrate diverse music and culture in one place rather than segregating.

- Hurting people isn’t ok. This is the main message.

- Work with Science for Peace for dissemination/use of Seville statement on violence. (reference http://www.unesco.org/human_rights/hrfv.htm )

C.4.2. Program/Project Based

- Establish a University degree on Peace Education to cultivate a generation of peace leaders.

- Encourage dialogue with police and other law enforcement bodies for non-violent solutions to local violence.

- Encourage systems for exchange of experience among university peace studies programs in Canada and overseas (especially with USA)

- Encourage/Stimulate the development of municipal peace commissions as an integral part of the city

- Expand the network of UNESCO Associated schools in Canada and link to expansion in USA.

- Radio Station run by/promoting peace education (music and spoken word)

- Youth Voice in all Political and Peace Organizations

- City Peace Commission (Peace in the City) - "Peace Pie" campaign.

C.4.3. School Based

- Parenting Education Curriculum inclusion of some security of attachment

- Producing a teacher-friendly resource guide/catalogue to available research, curriculum, organizations, speakers, videos, etc. Most teachers don’t have time to search much on their own.

- The only way to develop tolerance, appreciation and respect for other people, other cultures, other religions is through getting to know them, collaborating in projects - Projects for students must have a requirement to work together with children in other countries - in countries of the EU, they are already doing it.

- Teach children about their feelings and what to do about them. Parents/teachers/university/media/etc.

- Implement more collaborative problem-solving into elementary school classroom and shift focus from individual to collective and community.

- study and disseminate experience of practical democratic participation in school.

- Inter-provincial and Intra-provincial dialogue on peace education at ministry/board level (it needs to be initiated by some within the system or who can be influenced by the outside?)

C.4.4. Lobby Based

- Encouraging prominent business leaders/groups (many of whom are concerned about moral/ethical issues) to ‘pressure’ schools/boards to include peace education.

- Distribute the UN Declaration on a culture of peace (A/53/243 - reference http://www.peace.ca/downloads/a-53-243-eng.pdf ) in association with Manifesto 2000 (reference http://www3.unesco.org/iycp/uk/uk_sum_manifesto2000.htm )

- Begin a peace propaganda campaign, placing posters illustrating images of peace in communities and to work with certain media veins to promote peace and conflict resolution.

- Lobby for higher spending on peace initiatives rather than war-related initiatives - spend more on peace than on war.

C.5. World Level - Short Term

C.5.1. Short –> Mid Range Goals

- Goal for those pioneers involved in the development of the vision and action plan –> connect with the rest of the world. Stimulate, initiate, learn and/or support international initiatives.

- Encourage exchange student initiatives for young students - invaluably beneficial to experience different cultures’ learning experiences.

- Requirements to be satisfied in the final complete curriculum package - Canada must be seen as an integral part of the world: peace curriculum must contain clear objectives to bring up international peace. Canadian citizens must develop to realize that they have the potential and the responsibility to contribute with ideas, examples and actions towards international peace.

C.5.2. Create and Publish

- Overcoming Failure of Imagination and Practice –> hope =vision of the obtainable via peace movies, books, monuments, etc. –> PeaceFULL Classroom

C.5.3. Actions and Partnerships

- Work with Canadian Commission for UNESCO to keep culture of peace on the agenda of UN

- Support the one-world women’s concert for peace day (Sept. 21) Next year.

- Continue to link with CBIE, who’s goal is to link Canadian peace educators with the international community.

- Work to ensure that next year’s NGO conference at the UN be devoted to peace education. (reference http://www.peace.ca/UNngoresolution.pdf )

- Organize youth ‘card’ campaign of Hague Appeal for Peace to National Leaders, Local MP’s, etc.

- Connect with UN agencies working on Peace Education.

- Celebrate this Decade for the Culture of Peace and Non-Violence with aspiration of a lasting peace.

- Inspire world education leaders to develop commitments to educate for a peaceful world –> implement and support (enforce) UNESCO documents.

- As in UNESCO initiative Manifesto 2000 – continue collecting signatures for such a pledge - distribute stickers/magnets so people remember their pledge to work for a shift in world consciousness/attitudes. - Produce Peace Progressive Media.

- Have visiting peace scholars and peace activists from conflict areas of the planet give lectures to students or other events such as peace day, peace symposium. Kids may have a first-hand access to real experience. To do that, Canada needs to connect with peace building NGOs in areas with conflict and war.

- Develop mechanisms for linking and organizing peace organizations on a global basis using the internet.

- Unifying the movement and providing a mechanism to inform broader society.

- work with UNAC to promote UN within Canada and demonstrate Canada’s support for UN and internationalism.

C.6. World Level - Long Term

C.6.1. General Information/Miscellaneous

Action - Evaluations of Best Practice in Peace education Training - Global and Local Sources

Goal - Reaching kids who aren’t in schools with peace education

Programs - Outreach across sectors - Workshops with police, military, business

Cultivate dialogue - pose critical questions across regions, levels and sectors

Action - Promote the UN study on Disarmament and non-proliferation

C.6.2. Long Range Goals

- Acknowledge and struggle against the northern role in perpetuation of conflicts in the south.

- Help Children to be able to speak their truth.

- Youth voice in all Political and Peace Organizations

- Sustainable funding for Peace Education and the instruments of Peace

- Working towards creating a ‘peace industrial complex’ and make peace profitable so as to get major capital from corporations to promote peace, first on a local level, then to export it to the world.

C.6.3. Create and Publish

- Knowledge is power. Empower the people by providing alternative non-profit media resources available to all.

- Publish a collection of major youth written documents (internet?)

- Study and disseminate examples of children’s peace initiatives.

C.6.4. Actions and Partnerships

- Work closely with Hague Appeal for Peace in context of a global culture of peace.

- Help develop culture of peace tourism as a form of peace education in collaboration with the tourism industry (contact the International Holistic Tourism Education Centre - IHTEC)

- Partnering ‘peace schools’ from anywhere on the globe. Eg. Lori’s school with a school in Afghanistan so children can connect.

- Create a World Youth Peace Organization with observer status within the United Nations (As part of Decade of Culture of Peace for Children)

- Goal: Involve and take advantage of the private sector and its innovative and creative initiatives. This can be done in various ways: Launch a funding program for initiatives provided that the wealth will be widely available; Allow schools to ‘text purchase’ materials and solutions from the private sector; Support multi-national corporations involved in research and development in the area of peace education, especially when these corporations include peace awards or missions from areas of conflict