DISTANCE PEACE EDUCATION PROPOSAL

Dear readers,
 
If you recall, some months ago I floated a PROPOSAL FOR DISTANCE PEACE EDUCATION - A ONE YEAR CERTIFICATE PROGRAM (copied below - Appendix 1).
 
As a result of talking to many people, making presentations on the Culture of Peace Program, and distributing several of the Peace Psychology books, I am now motivated to pursue two initiatives that we (collectively) have been talking about for some time:
 
1. a Canadian National Culture of Peace Program (reference article on Canadian Peace Initiative Mission, Vision and Charter of Principles http://www.peace.ca/CPImission.htm  )
2. distance peace education courses in "Peace Psychology" (see Appendix 1, suggested course #4 below), and "The Culture of Peace"
 
Larry Fisk (professor in Peace Studies and past President of the Canadian Peace Research and Education Association) (bio) and David Adams (past director of UNESCO/UN International Year for the Culture of Peace and professor of Psychology (bio) http://www.culture-of-peace.info ) and I have been talking recently about their interest in leading a distance peace education course in Peace Psychology (Larry) and The Culture of Peace (David), with my and other support.  The information below is the result of that evolving dialogue and "brainstorming" - and is provided to encourage input.
 
I am thinking that we would wish to live by the principles of a Culture of Peace in our offerings (reference http://www.peace.ca/modellingpeaceeducation.htm as a starting point of discussion).  For what it is worth (and I hope it becomes "worth" more as we build a reputation), we would provide a Certificate to successful participants (but at least initially, I expect people will participate due to a "learning by desire" and the excellent "competency education in peace, conflict and violence" merits of what we offer, rather than the promise of job offerings or recognized accreditation).  I can also see a merit in involving other peace educators as "teaching assistants" (maybe there is a better term, such as "co-learners" or "colleagues", consistent with what we have previously talked about as the relationship between what has typically been described as professor, teaching assistant, students - I am pretty sure you understand what I am talking about.)  I would like to see this as a real opportunity to design a University level type course (although anyone, anywhere could participate at anytime) modelling a Culture of Peace, which will be an evolving concept in itself.

FAQs:

The following are responses to some of the typical questions:

1. Why Peace Psychology?  Why the Culture of Peace Program?

 
I became most interested in peace psychology after reading the book Peace, Conflict and Violence: Peace Psychology for the 21st Century and David Adam's  Psychology for Peace Activists  - combine this with the UNESCO motto, "Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed" - it becomes so obvious that peace psychology (and sociology when speaking about the masses) is also at the centre of peacebuilding (along with peace education, which is a process of building desired peace psychology and a Culture of Peace, which I greatly believe in).  Effectively, with the excellent work in these books and that done by UNESCO, we have been given the foundation of a most important University level course(s) for peace education and a Culture of Peace, and it does not exist anywhere in Canada that I am aware of (and I am not sure where one would go in the U.S. or elsewhere to get it).  When I talk to people who have read the Peace Psychology for the 21st Century book, they are excited and turned on with what they read 

2. Why now?

What happened at the Ottawa Conference (Canadian Peacebuilding Coordinating Committee/DFAIT consultations) this past week was the encountering of another "tipping point" for me, in which I could see that if I truly believed in the importance of a National Culture of Peace Program and a course in Peace Psychology then I was going to have to take action to make them a reality - sadly, no one else is moving on this stuff in the foreseeable future in Canada.  And I do believe that 'time is of the essence'.

3. Is it viable?

The interesting thing (good news) is that we (and when I say "we", I mean collectively we peace educators network) have a relative monopoly on scarce resources (i.e. good peace information) - this should mean a market will emerge, and we should be able to make the economics work to create sustainable programs.

4. Where can I find more background information? 

When you have read  Peace, Conflict and Violence: Peace Psychology for the 21st Century and David Adam's  Psychology for Peace Activists  (and I would suggest Doug Roche's book The Right to Peace), then we can talk more productively (currently, you will not get the whole picture of what I am talking about without this background).

5. Time Frame?

Being a Type 'A' personality, I would like to do it immediately.  But I suppose September 2004 is probably more realistic, and fits the needs for preparation better.  (You know that I have a rather extreme sense of urgency with the peace work I do - people are dying for this stuff - and I am too naive to know that we can not do it so fast ;-)  But I would hope that September 2004 would be the latest for our start.  
 
6. What website or institutional distance learning apparatus?  

We have a choice of trying to bring in an Alberta institution with distance learning technology, or we can start by doing it ourselves simply using my web site and a new email listserver for dialogue.  I have not had the time to study the distance learning technology, but I understand it can run the spectrum from pretty simple and rudimentary (like my web site and an email listserver, plus telephone, fax, email, snail mail) to something very sophisticated which I would presume an Athabasca University might have (since they boast their capability).  I should also mention that I have been invited to meet with Robert Woodrow, Associate Vice-President (Academic) and Professor of Mathematics and Statistics, The University of Calgary who, following our Alberta PE Conference, is interested to learn about what we are doing and where we are going (I am going to try to get UofC to be a major peace resource centre).

7. What are the estimated course fees and costs?

In terms of remuneration, I believe there is a market and think if we attract initially only 10 students (per course) at CDN$500.00 per student = $5,000.00 (plus they pay for their own books, but we can get a discount at the publisher CDN$40, and David's is provided by him for free, for which we should be very thankful).  Ball park, I could see this contributing say $4,000 to instructors and $1,000 for admin expenses.  This will be refined over time, but serves as a starting point of discussion.  My target audience for these courses are people with money and an interest to learn (many may be semi-retired people who would like to make a difference; may be spouses with free time and energy; Americans for whom CDN$500 is peanuts; may be people who can get a government grant or other subsidy to pay the $500, which I think is cheap for what they will learn - in other words, my first target market are people that should have a circle of influence and resources; I see the course opening up as we build on success to include others who may need subsidizing (eg. peace people with limited resources, peacebuilders from developing countries, etc.)

8. What Pedagogy?

David Adams indicates, "In doing my thinking I have gone back to the text that I (and most progressive educators from the South) consider as the great text of our time on pedagogy: The Pedagogy of the Oppressed by Paolo Freire.  It was written in 1970 from Chile where he was a leader in the great literacy movement of the Allende administration, later brutally crushed by the Chilean military with support from the CIA, ITT and Henry Kissinger.  Freire escaped ... Please read the attached  Pedagogy of the Oppressed - Chapter 2 - by Paolo Freire - a discussion of the "banking" concept of education compared to the "problem-posing" concept of education - the key chapter.  Also, I recommend looking at the following debate, http://www.swaraj.org/shikshantar/mceducationforall.htm .  The debate is being conducted by an Indian educator who is a good friend, and targeting the new Assistant Director General for Education at UNESCO and his defense of the  "McDonaldization of education."... I am very pleased that we agree on the need for a problem-solving rather than banking concept of pedagogy."

Larry Fisk, like David, has been profoundly moved by Paulo Freire: "His work, his understanding of education, human psychology, politics, revolution are part of my psyche.  In everything I have tried to do in the classroom, it has been inspired and shaped by Freire's life and work."

I think the document that I developed on modelling a Culture of Peace in schools and CPI at http://www.peace.ca/modellingpeaceeducation.htm tried to reflect this spirit (although I have not researched all the related writings).  I would think these distance education courses would be a good opportunity to work the philosophy, and I would defer to David and Larry's judgement.  I recognize doing it at a distance changes the dynamics versus in-person classes - something that we will have to live with and try to compensate for.  For those who are able (can afford) to travel, we should consider offering something like a two-week in-residence session - however, there are additional cost implications.

9. Problem-solving pedagogy - What are the consequences?

David Adams indicates, "The task of being a teacher in a problem-solving distance education system is that the work cannot be predicted.  It depends as much upon what the student brings (problems, questions, approaches) as on what the teacher brings to the "classroom."  We can put together a framework for problem-solving, but the hard work only starts once the classes begin.  I find this both challenging and frightening.  It's challenging because we will be learning as much as the students.  It's frightening because I don't know how much time it will consume and I cannot devote full time to it."

To the point on teacher's work level, I am thinking that it would be good if David and Larry could both find say 2 higher end teacher's assistants who can be trained to eventually take over classes as prime teacher.  This would keep their time involvement to a more reasonable (read "lesser") amount of time, which I suspect they will appreciate given all the other things in life to do.  I am thinking that there will likely be at least 2 peace educators who would enjoy working with David and Larry on this project (possibly people who are retired or semi-retired, or financially independent, but not necessarily).  It may be that they would do this without remuneration, in that they would be getting a free education (hopefully in future, with larger classes, the economics would be such to provide remuneration for TAs as well).  Further, since it is a problem solving approach, you can probably get away with placing the burden on the students to find their own truths, and to help each other - while the teacher is mentor.  I realize that how this works will only bear out with experience, but it is a suggestion.  Also, once the programs are developed it may be lower maintenance.

10. Might an Educational Cooperative by an answer to the teaching resource and remuneration issue? 

David Adams indicates, "On principle, I think it is a good idea to have more people involved in the process and sharing in the "problem-posing" approach.  I'd be a little worried about a hierarchical organization of remuneration, with a "master teacher" making all the money and the "teaching assistants" working for free or very very little. Perhaps there would be a way to set up something that is more of an educational cooperative with payment based on the amount of time that people put into it.

I agree that we do not wish to appear hierarchical - everyone is a 'co-learner'.  The idea of an educational cooperative is interesting.   When I made the initial suggestion that in Year 1 the "teaching assistants" may not get remunerated, I was not thinking that they would be working for free - I was thinking that they would be getting educated for free (i.e. they would not have to pay the tuition, and I think they should get a Certificate).  My thought was that this was a transitional thing, probably necessary in Year 1 to get things off the ground (expecting minimum enrolment), and then in Year 2 if we had say 20 registrants at CDN$500.00 = $10,000 things would be more economically viable and we can 'spread the wealth'.  Working out a fair arrangement is always a challenge, depending upon people's expectations.

Larry Fisk clarifies, "this would mean, IMHO, no "ranks" of payment, an hour of quality time, is an hour of quality time, no matter who contributes it.  I also think that the entire process of working "somewhat more experienced, with somewhat less experienced", "younger with older"  "adult political culture with youth political culture", "web genius with web novice" and endless other
combinations are tremendously creative, fulfilling and productive. ... When it comes to a "TEACHER-LEARNER ASSOCIATE" (and a name of this kind is what I would prefer)--in other words David and I and anyone in addition--a university student or a  semi-retired world-renowned professor would all carry the same title.  We are teaching by our process!!!  We carry the same
descriptive title and we work for the same hourly wage."

11. What could be the relation of this project to distance education projects in the South (for example, India, Argentina, Brazil, etc.) that are already underway and have some experience?  Some of these are already explicitly or implicitly linked to the culture of peace, although I have not kept records about it and am only peripherally aware.  

To the point on existing similar projects in the South, I do not know what they are.  I continually try to scan for this type of thing, and have not noted any yet.  I am aware of what Transcend is doing ( www.transcend.org ) which we can learn from - and I think they are close to 'leading edge' in distance peace education.  When I was in San Francisco at the Futurists Conference, I talked to Fredric Litto, U. SaoPaulo, E-mail Address(es):   frmlitto@usp.br - he is the head of a major Distance Learning Department at U. Sao Paulo, and he wanted to work with us on the basis that they were not doing anything with respect to peace education of significance (and U. Sao Paulo is one of the largest organizations in Brazil).  I feel that we may not find a lot of existing similar projects in the South, but we can expand the scan for these and certainly our guiding principles should be to not duplicate what someone else is doing, and take advantage of partnerships or others' experiences if we can.

Larry Fisk agrees, "that we need to scour the planet for other on-line courses.  This might well be our first major task, i.e., putting together a master list of on-line peace courses.  I know you have done some of this Bob, but this might be enlarged, completed, not only to discover our own niche, but to make public the master list--a real contribution to peace education."

12. What about the considerations of on-line or Internet education?

Larry Fisk reports, "I read the interview with Ms. Williams (Cisco System's interview with Nobel Peace Prize winner Jody Williams at: http://business.cisco.com/prod/tree.taf%3Fpublic_view=true&kbns=1&asset_id=83409.html ) and my eyes were watering with
excitement and delight.  I was moved.  This is strong evidence that what we do on-line, and the great deal more that we can do, has a huge place in peace-building and peace education.  As an aside, but as a very important one, IMHO, I have always spent many hours in my classes engaging students re: on-line, email, website matters.  I urged them and helped them to climb on board.  I insisted that they learn civility in correspondence, good writing as their medium, and painstaking research as their assurance of one another's credibility in peace studies.  I believe we have an enormous responsibility to help peace labourers make the most responsible use of the internet.  The enormity of the challenge matches the enormity of the possibilities for peace which these new communication technologies bring to us.  In short, clear, efficient, honest, trusted, civil, decent, just, non-violent, compassionate communication which outmanoeuvres, out does in every regard, the slipshod, the lazy, the scam, the porno, the hate literature which will always threaten but never overcome this fabulous medium.

This is offered for your consideration.  I look forward to your comments, suggestions and feedback.  I also ask for an indication from people who might like to be considered for "teaching assistance" roles and who might like to be a student in these courses.
 
Regards,
Bob Stewart
http://www.peace.ca
ANNUAL PEACE EDUCATION CONFERENCE IN CANADA http://www.peace.ca/CanadianAgenda2003.htm
 
"The world is dangerous not because of those who do harm, but because of those who look at it without doing anything." - Albert Einstein

Appendix 1
PROPOSAL FOR DISTANCE PEACE EDUCATION - A ONE YEAR CERTIFICATE PROGRAM 
 
I have been giving further thought to Distance Peace Education.  Here are some important objectives I suggest:
 
- while I have called this a One Year Certificate Program, courses could be taken individually (and all 8 could be covered over a period of years)
- fill in (and promote) the most important gaps that are not currently being covered in available Peace Education Programs
- utilize Distance Education to make the courses available to anyone in the world interested
- utilize retired and/or otherwise available Peace Educators who would like to do this
- develop and follow a model of educating in a Culture of Peace (reference Item 2 below "Modelling" article which I previously provided to you)
- possibly the topics below parallel topics that would be included in a proposed Peace Education Handbook, and we can use this to help that
- make it financially feasible (for example, if we could charge $500 per course X 8 = $4,000 X 10 students = $40,000 / 4 Peace Educators = $10,000 each; consideration will need to be given with respect to financial aid to those promising participants in need)
- how students will be judged to have passed will be determined based on our own "modelling of a Culture of Peace" (i.e. we wish to be different from usual University practice of competition, marks, etc.).  For example, some of the qualitative outputs that we might looks for include: (a) an essay on how to improve the course, (b) a chapter for the Peace Education Handbook, (c) in-service work (service learning/praxis), (d) other
- develop a relationship with an existing Institution (University) that has experience with Distance Learning technology
- initially, the Certificate may not be "accredited".  In due course, it would be nice to get it "accredited".  In the meantime, we will have to sell the program on its value of giving people valuable information and problem-solving methodologies that they are not getting anywhere else. (Dr. Johan Galtung talked about this when we met in Hamilton a couple of years ago.)
 
This is very unpolished thoughts, but we should start taking the discussion to a higher level.  What do you think?
 
Regards,
Bob Stewart
http://www.peace.ca
 
"The world is dangerous not because of those who do harm, but because of those who look at it without doing anything."
.
===========================================================
 
TERM 1
 
1. MacroPeace: the Big Peace Picture; Canadian Peace Education Handbook
Required texts -
- Introduction to Peace Studies http://www.peace.ca/peacefordummies.htm and http://www.peace.ca/introductiontopeacestudies.htm
Macropeace: 'The Big Picture'   http://www.peace.ca/macropeace.htm
War and AntiWar: Making Sense of Today's Global Chaos. Author - Alvin and Heidi Toffler. Publisher - Warner Books, Inc. 1995. Rating - 5 Star.: Part 1. Conflict,
Part 2. Trajectory, Part 3. Exploration, Part 4. Knowledge, Part 5. Danger, Part 6. Peace
- "Peace Within Our Grasp" By Crandall R. Kline, Jr.  Finally, this book is available to order in quantities, in paperback, 300 total pages.  Order from peacedefense@sbcglobal.net , for $12 including postage.  The book will be mailed to you and you can pay by check when you receive it.  "Peace Within Our Grasp" is a comprehensive book that covers all (?) aspects of war prevention.  It is recommended for students because it is so comprehensive.  The Honorable John Seiberling, former Member of Congress and former Director, Center for Peace Studies wrote, "'Peace Within Our Grasp' does an excellent job of listing the elements that are needed for a peaceful world, both in moral thinking and in our political system.   It correctly calls for nonviolent efforts to be exhausted before resorting to violence.  It shows how built-in emotions can harmfully influence our decision making, and why some people are so easily persuaded to violence.  I recommend this book for all students of peace."  Does our present moral system -- our conventional wisdom, such as the Ten Commandments, the Golden Rule, and Just War Rules provide the right guidance for preventing wars and living peacefully?  Why was the United Nations ineffective in preventing the Korean War and the Gulf War?  Why is it that an entire (?) nation, at times, think that genocide is desirable, such as the Germans in World War II, the Turks in World War I, the Serbs in Bosnia and Kosovo, the Hutus in Rwanda?  Why is it that some Muslims embrace "killing for God" and subjugating women, such as the Taliban are doing, even though Islam forbids it?  We have had wars for thousands of years, and they continue despite all efforts to stop them.  Is this because some men have a built-in love of combat?  If so, what steps do we need to take to prevent wars?  "Peace Within Our Grasp" answers these questions in Chapters such as "Better Rules are the Solution", "Understanding Our Psychological Makeup", "Testosterone", "How the United Nations Should Be Revised", and "Sacreligion".   Additional Chapters are "What is Truth?" "Changing Public's Opinion", "The Role of Editors and Reporters", "A New World Order", "Sovereignty's Limits", "Nonlethal Weapons", and "A Peace Hall of Fame".  The book makes the point that men cannot be looked at as homogeneous; they need to be observed on a continuum, from pacifist to homicidal.  We hope you will be inspired to order a copy.  Volume purchases can be obtained at a 40% discount.  Crandall R. Kline, Jr.  BSME  peacedefense@sbcglobal.net .  A summary of the book is available at How to Achieve World Peace http://www.peace.ca/worldpeace.htm 
- "A Force More Powerful: A Century of Nonviolent Conflict" http://www.peace.ca/forcemorepowerful2.htm - Video.  It is six 30 minute segments showing how, during a century of extreme violence, millions chose to battle the forces of brutality and oppression with nonviolent weapons and won.  Click on the link to read about a special free offer from the publishers
 
2. Comprehensive Peace Education: How; What; Peace Informatics; Praxis/Service Learning
Required texts -
Hague Appeal for Peace & Global Campaign for Peace Education http://www.peace.ca/globalcampaignforpeaceeducation.htm
- UNESCO peace education initiatives
"Advancing the Peace Education Action Plan: Who, What, Where, When and How?"  The Executive Summary Vision and Action Plan from our 2002 Peace Education Conference in Canada. http://www.peace.ca/conference2002summary.htm
- Inventory of Peace Education in Canada http://www.peace.ca/canpeaceeducation.htm
- Peace curricula http://www.peace.ca/curricula.htm
 
 
3. Peace Leadership: Organizational, People and Change Management; Vision and Creative Peace Thinking; Motivation
Required texts -
The Peace Leader   http://www.peace.ca/peaceleader.htm
PEOPLE BUILDING PEACE - 35 INSPIRING STORIES FROM AROUND THE WORLD - The world is facing many conflicts today. Especially the humanitarian crisis and the political deadlock in Kosovo are at the forefront of our attention.   We can learn from the many mistakes made in Kosovo by attempting to ensure that meaningful conflict prevention strategies are identified and are actually pursued in other situations of latent conflict. One of the main messages of  'People Building Peace' is the urge to invest in preventative action in an early stage of conflict. Preventative action is not only necessary; this book also shows it is possible.  'People Building Peace' tells the stories of the valuable initiatives taken by citizens of many countries   to prevent violence, to resolve conflict, and to reconcile parties that have been at war.  It shows the important role 'multi-track' diplomacy can play in conflict prevention and resolution: Churches, women's organisations, the media and non-governmental organisations have all demonstrated their potential for building peace.  The publication is intended to inspire people to invest in peace-building.  It is written with a broad audience in mind: (non-)governmental organisations, governments, educators, media, and all people working for peace.  With contributions of: FEDERICO MAYOR (Director-General UNESCO), PIERRE SCHORI (Minister for Development Affairs, Sweden), JOHN PAUL LEDERACH (Eastern Mennonite University), HIZKIAS ASSEFA (African Peace-building and Reconciliation Network), SEARCH FOR COMMON GROUND, THE INSTITUTE FOR MULTI-TRACK DIPLOMACY and many others.  'People Building Peace' is a publication of the European Centre for Conflict Prevention in co-operation with International Fellowship of Reconciliation (IFOR) and the Coexistence Initiative of the State of the World Forum.  For more information please contact: Paul van Tongeren, Executive director of the European Centre for Conflict Prevention, P.O. Box 14069, 3508 SC Utrecht, Netherlands. Tel: +31 (0)30 253 75 28; Fax: +31 (0)30 253 75 29. Email: euconflict@euconflict.org ;   Web-site: http://www.euconflict.org
 
 
4. Peace Psychology: People and Relationship Building
Required texts -
- American Psychological Association (APA) Division 48 has sponsored development of the first college textbook on peace psychology (all proceeds are donated to the division).  "Peace, Conflict, and Violence: Peace Psychology for the 21st Century" edited by D. Christie, R. Wagner, and D. Winter (2001) is now available from Prentice Hall. The book is a 426 page paperback, very attractively packaged. If you teach at the college level, this may be the perfect text for your peace psychology or conflict and violence course. Knowing that an excellent text is available, some of you may now want to develop the first peace psychology course for your college. 5 Star Must Reading   Click on the link to Peace Psychology to read an excellent summary and ordering information. http://www.peace.ca/peacepsychology.htm ]
- Psychology for Peace Activists by David Adams, Printed by Advocate Press, New Haven CT, 1987. 37(+) pages. Introduction by David Adams: I believe that history is made by people like you and me. That means that "peace is in our hands", which was the slogan of the International Year for the Culture of Peace (2000). To learn how this could be possible, I undertook the study presented here in Psychology for Peace Activists which examines the lives of great peace activists, based primarily on their own autobiographies. Being American, I chose to study activists from American history. This was later expanded to include the important example of Nelson Mandela from South Africa. From this, I draw the conclusion that while the task is difficult, it is also possible, and we have much to learn from those who have gone before us. For this reason, I have sometimes given this little book the sub-title of "A New Psychology for the Generation Who Can Abolish War." Available online at http://www.culture-of-peace.info/ppa/title-page.html 
-  Manufacturing Consent: Noam Chomsky and the Media.  Part 1 Thought Control in a Democratic Society; Part 2 Activating Dissent.  Highlighting Noam Chomsky's analysis of the media, Manufacturing Consent focuses on democratic societies where populations not disciplined by force are subjected to more subtle forms of ideological control.  Shocking examples of media deception (including an expose on East Timor) permeate Chomsky's critique of the forces at work behind the daily news.  Chomsky encourages his listeners to extricate themselves from this "web of deceit" by undertaking a course of "intellectual self-defence".  Available from the National Film Board Order #C9192072; ISBN: 0-7720-464-0.  For distribution telephone 514-844-3358.  'Must see' rating.
 
 
TERM 2:
 
5. Conflict Transformation: the Galtung Methodology
Required texts -
- "Conflict Transformation by Peaceful Means" This course will provide participants with an understanding of the TRANSCEND method which is based on 40 years of research and practice. Conflicts can never really be completely "resolved" or made to disappear, but they can be transformed from being fought with violent means to being conducted by peaceful means. In that sense, conflicts can have a constructive function of helping bring about desirable change.  The course format will be highly interactive, with a combination of lectures, seminars, and facilitated discussions. Participants are invited to contribute case studies from their own experience.
Participants will learn: to analyze conflicts and design methods of intervention that help reduce violence; methods of mapping conflict formations; principles of dialogue and negotiation as methods of conflict transformation; the psychology of the dialogue process, and more.  Johan Galtung is Professor of Peace Studies and Director of
TRANSCEND - A peace and Development Network. As founder of the International Peace Research Institute in 1959 and the Journal of Peace Research in 1964, Prof. Galtung is considered by many to be the key founding figure in the academic discipline of peace and conflict studies. He has published over 100 books and 1500 articles
and taught at countless universities worldwide. He is recipient of 10 honorary doctorates and numerous other honors such as the Right Livelihood Award (the Alternative Nobel Peace Prize), the Norwegian Humanist Prize, the Socrates Prize for Adult Education, the Bajaj International Award for Promoting Gandhian Values and the Alo'ha
International Award.  He is engaged in consultative processes in over 50 current inter - and intra-national conflicts. Galtung is a renowned, dynamic speaker offering constructive advice in this time of global crisis.  TRANSCEND is a peace and development network of invited scholars-practitioners doing  action/training/research/ dissemination within 20 programs, based on 40 years experience. Reports and downloads are available at www.transcend.org
Getting to Peace : Turning Conflict into Cooperation at Home, Work & in the World by William Ury.  5-Star Must Reading.  Format: Hardcover, 256 pages.  ISBN: 0670887587. Publisher: Viking Press. Pub. date: September 1999. Reviews Book Description A millennium manifesto for achieving peace at home, at work, in the community, and in the world from the co-author of the bestselling Getting to YES.  Almost twenty years ago, Getting to YES revolutionized the way we think about negotiation. Now, on the verge of the millennium, bestselling author William Ury tackles the most critical challenge facing all of us: getting to peace. In our rapidly-changing workplaces, stressed-out families, and violent world, we need cooperation more than ever and yet everywhere destructive conflict poisons our relationships and our communities. How can we learn to deal with our differences without going to war? Is it humanly possible?  In Getting to Peace, Ury challenges the fatalism that is so fashionable. Using new archaeological and anthropological evidence, he overturns old myths about human nature and offers a new and hopeful story about human conflict. He suggests a powerful new approach for turning conflict into cooperation which he calls the "Third Side." For in every dispute, there are not just two sides, but a silent third side that can help bring about agreement. By discovering the ten roles of the third side, each of us can act as teachers, healers, and mediators to achieve fair and non-violent conflict resolution. Our happiness at home, our productivity at work, and our very lives depend on Getting to Peace.  "Bill Ury has a remarkable ability to get to the heart of a dispute and find simple but innovative ways to resolve it."--President Jimmy Carter.  About the Author William L. Ury is one of the world's leading negotiation specialists. Co-founder of Harvard's Program on Negotiation, he has mediated situations ranging from corporate mergers to wild cat strikes in a Kentucky coalmine, and from family feuds to ethnic wars in Russia and the former Yugoslavia. His books Getting to YES (Penguin) (with Roger Fisher) and Getting Past No have together sold more than four million copies. Ury and his work have been featured in The New York Times, Newsweek and on ABC's Good Morning America. He received his BA from Yale and Ph.D. from Harvard in social anthropology. See a more detailed review, and link to Amazon.com for ordering, at http://www.historyplace.com/pointsofview/ury.htm 
 
 
6. Peace Financial Management: Sustainable Peace Economics; Proposed Peace Education Foundation (i.e. vehicles for raising peace education resources)
Required texts -
- to come (I have to think about this, but I am sure I can pull something together from my wealth of information)
 
 
7. The Peace Functional Areas: the Hague Appeal for Peace 50
Required texts -
- Hague Appeal for Peace Agenda http://www.haguepeace.org/html/agenda.htm
 
 
8. Linking Peace at the Individual, Family, Community and World Levels: the Relationships
Required texts -
- Roots of Violence in the U.S. Culture: A Diagnosis Towards Healing - Author Alain Richard, Blue Dolphin Publishing, 1999; 156 pages; paperback; US$14.95; ISBN: 1-57733-043-9.  Click on this link for a summary of the highlights of the book. http://www.peace.ca/rootsofviolenceintheUS.htm  5 Star, Must Reading.  Roots of Violence exposes the origins and current causes of the underlying, explosive rage pervasive in our culture today, and being exported by the U.S. to the rest of the world.  Understanding this is the first step toward healing our society.
"Boys Will Be Boys: Breaking the Link between Masculinity and Violence". Miedzian, Myriam. Doubleday, 1991. This book provides statistically backed research explaining why 90%+ of our prisons are filled with men, why poor male youth are most likely to be causes or victims of violence, the links between men and war, sports and violence, TV and violence, and generally how our culture currently promotes violence in males. Rating - 5 star
UNESCO and a Culture of Peace - Promoting a Global Movement; 1997 / ISBN 92-3-103391-3 / Paperback / 143pp / $25.50  Since UNESCO launched its Culture of Peace Programme, it has helped mobilize people from all walks of life and from all continents to support the transformation from a culture of war and violence to a culture of peace. This monograph provides an in-depth report of their actions, showing that the desire to establish a durable culture of peace is a product of this particular moment in history and an appropriate vision for the future.
Bowling For Columbine.  Its a documentary film by Michael Moore, who is an American activist.  The film is a great demonstration of the attitudes and some of the causes of so much fear and death caused by guns in the US.  I think you should see it and maybe mention it on your website.  I think it is a film that everyone should see, although it is done tastefully some Americans of course may find it a little less amusing than us Canadians.  There was an American girl who went to the movie with us and she didn't appreciate it quite as much as us Canadians...who of course were used as better  examples of the US in terms of having a better living environment.  Did you know that in Canada we have approx 165 deaths per year from guns, while Germany has 255, and Great Britain has only 39.  The US has 11,124!!!!  A good quote from the movie is that "if safety was measured in terms of numbers of guns, the US would be the safest country in the world, but that's not how it works".  He also talks about stereotypes, racism, misconceptions/misinformation, fear and media's association with the problems of violence.  As soon as you get the chance, go see it...it is getting rave reviews.  Here is a site that tells you about the movie -  http://www.bowlingforcolumbine.com/flash-01.php .  Mike Moore's web site is at http://www.michaelmoore.com/ .  Review courtesy of Robyn Stewart.   Other comparably excellent videos by Michael Moore are: The Big One (about corporations without a conscience) and Roger and Me (also about corporations without a conscience).  Michael also has a two DVD set containing approximately 12 weekly half Hour shows called "The Awful Truth", speaking to a variety of important issues including the Death Penalty.  All 5-Star Must Viewing.