Following is a outline of a speech on the future of peace education that I
gave at the Valuing a Culture of Peace Conference in Victoria, B.C. in
August, 2000.  Congratulations to Kathryn Godfrey and the conference organizers
for hosting an excellent conference which attracted 150+/- participants.
Regards,
Bob Stewart
http://www.peace.ca

SIX CONVERGING DEVELOPMENTS THAT WILL IMPACT POSITIVELY ON PEACE EDUCATION
IN THE FUTURE

1. Safe and Caring Schools Programs

Some Examples:
a.. Alberta Teachers Association Safe and Caring Schools Program.  Nov.
23-25, 2000,  Shaw Convention Centre, Edmonton.  Safe and Caring Schools and
Communities Conference.   This national conference will provide a choice of
over 60 sessions focusing on reducing violence and improving children's
conduct in our schools and communities.   These sessions are designed
especially for educators, school administrators, parents school council
members, police and interested community members.  For further info:
http://ednet.edc.gov.ab.ca/safeschools/   and click on "Professional
development" or email: 
sacs@teachers.ab.ca

b.. BC Safe School Centre.  The centre is a central source of information,
resources and help for youth, parents, educators, police and others in the
support and development of safe school and safe community environments. At
this site you will find a comprehensive list of resources, training
information and links to other websites on topics related to the development
and support of safe school and safe community environments.  For further
info:
http://www.safeschools.gov.bc.ca/

c.. The League of Peaceful Schools, www.leagueofpeacefulschools.ns.ca is an
organization based in Nova Scotia  that provides support and recognition to
schools committed to creating and maintaining a peaceful learning
environment.    Membership includes: a flag and plaque declaring membership;
a subscription to the League of Peaceful Schools Newsletter (soon available
online); an opportunity to network with other peaceful schools; access to
consultation and professional development; an invitation to an annual
conference; a handbook describing the Best Practices of Peaceful Schools.

d.. The Canadian Safe School Network is a charitable organization committed
to building and nurturing partnerships which will reduce youth violence and
ensure safer schools and communities.  The problem of youth violence
experienced in schools and communities today is unprecedented. Although
schools, communities and educational systems are evolving and reshaping
themselves, the need for the safety and security of our children remains
unchanged. CSSN focuses on prevention and early intervention to curb youth
violence trends and help build safer schools and communities.  Built on the
firm foundation of the Ontario Safe School task Force established nearly a
decade ago CSSN brings together key groups in the community to find new
solutions to increasing crime and violence. Supported by research, program
and resource development and an ever-widening network of professionals and
volunteers, CSSN initiatives create opportunities for key players to be
involved in the critical charting of comprehensive strategies for the
future.  Canadian Safe School Network, 2085 Hurontario St., Suite 300,
Mississauga Ontario    L5A 4G1, Canada.   Email:
cssn@interlog.com .  Phone:
905-848-0440, Fax: 905-848-3419, Freephone: 1-877-337-0336.  Web site
http://www.electronictradingpost.ca/cssn/

Each province is grappling with Safe and Caring Schools and Communities in
their own ways.  More effective peace education will be born out of these
efforts, integrating peace education into the curriculum (not just adding
on).  [Note - let me know about other Provincial Safe and Caring Schools
Programs you are aware of.]


2. United Nations/Hague Appeal for Peace Education Initiatives

Emerging from the (HAP) conference also were ten basic principles for a just
world order which include: 9. Peace Education should be compulsory in every
school of the world... Peace education is a participatory process which
changes our way of thinking and promotes learning for peace and justice. The
Hague Appeal for Peace Global Campaign for Peace Education has two goals.
First, to build public awareness and political support for the introduction
of peace education into all spheres of education, including non-formal
education, in all schools throughout the world. Second, to promote the
education of all teachers to teach for peace. 
http://ipb.org/pe/index.htm

HAP President Cora Weiss: "The other (HAP initiative), which is being
launched with the blessing of UNICEF, and many teacher organizations, is a
Global Peace Education Campaign. We firmly believe that we can not have a
peaceful people without educating for peace.  Peace does not come with our
DNA. The Hague Appeal for Peace has launched a campaign to train teachers
and to influence ministries of education to consider adding peace to the
core curriculum. Everywhere in the world children who go to school...  learn
the basic skills of reading, writing and arithmetic. The 3 R's. We propose a
4th R, reconciliation, which will help children confront their biases,
redirect their aggressive behavior, learn to negotiate, and discover  non
violent peaceful means to relate to one another. They will study root causes
of violent conflict and figure out ways to cure them.  They will learn to
detect early warning signs of violence and  whom to alert. ... Perhaps the
next generations will be more caring, and better prepared to muster courage
and political will if they learn to listen, to forgive, to respect
themselves and others, to reject violence, to glorify acts of
humanitarianism not acts of war......."

The United Nations University for Peace
http://www.upeace.org/ , which is
chaired by Canadian Maurice Strong, was established in December 1980 by
Assembly resolution 35/55 to provide humanity with an international
institution of higher education for peace and with the aim of promoting,
among all human beings, the spirit of understanding, tolerance and peaceful
coexistence. It also aims to stimulate cooperation among people and to help
lessen obstacles and threats to world peace and progress. The University's
headquarters are in San Jose, Costa Rica.   The United Nations Declaration
and Programme of Action on a Culture of Peace adopted by the General
Assembly last September (resolution 53/243) could provide useful guidance
and substantive input in the elaboration of the future programme and course
contents of the University. That document should be included in the existing
Master's degree course in human rights and education for peace. He also
expressed concern about the University's financial situation and the fact
that resource constraints had curtailed its activities. The UNESCO Culture
of Peace Program articles approved by the United Nations states that
education at all levels is one of the principal means to build a culture of
peace.

There is currently some work on a proposal for the installation of a
UNESCO/UPEACE Chair in the Culture of Peace, Democracy and Sustainable
Development, geared towards the development of an international core
curriculum and course.  [This may be a potential Canadian opportunity to
host, and will be discussed at our September 29 meeting.]



3. Global Education Initiatives

Developments over the past two decades have increased the media exposure of
nations and interactions among them in politics, trade, education, science,
medicine, entertainment, and athletics, as well as other arenas. Such
attempts at international cooperation are frequently marred or thwarted by
cultural misunderstandings. When citizens are reasonably informed about the
cultures of other nations, the possibility of effective, fruitful
interactions among nations is enhanced. In preparing today's students for
the realities of life in the global age, global education is becoming
crucial to the curriculum.

A good global education curriculum consists of more than simply facts and
figures about nations and their relations with one another; it also
encourages understanding of cultural differences and similarities,
tolerance, and a globally interdependent view of the world. The goals of
global education may be realized as never before through the use of
telecommunications technologies such as the World Wide Web, electronic mail,
and teleconferencing. These tools allow teachers to take global
education beyond the textbook by connecting their classes with other
students and even politicians, scientists, authors, CEOs, and other leaders
from around the world. Opportunities for students and teachers to talk and
work with people in other nations via these new communication media are
opportunities to dispel stereotypes and forge camaraderie, both elemental
steps toward building the mutual respect required for international
relations in the global age.

The Global Education Program raises awareness about the global issues that
affect our lives: environmental, human rights and security issues,
South-North relations and sustainable human development. The Program
encourages understanding of our global interdependence and promotes learning
in a cross-cultural environment.

Global Education internet resources:
http://www.indiana.edu/~ssdc/globdig.htm
Global Education bibliography: http://www.fiu.edu/~globalap/gebib.html
http://chiron.valdosta.edu/whuitt/files/globaled2.html
The Council for Global Education http://www.globaleducation.org/
The Centre d'Éducation interculturelle et de compréhension internationale
(CÉICI), (a centre for intercultural education and international
understanding based in Quebec) was founded in 1989
http://www.cam.org/~ceici/en/gep.htm#III


4. Education Reform

The education system basically was developed for the industrial revolution.
Efforts are under way to reform it to the current information revolution
(and a future spiritual revolution? - see 5 below).

Reference The State of Education In Canada by Thomas T. Schweitzer
(Montreal: Institute for Research on Public Policy, 1995).
http://schoolchoices.org/roo/canada.htm  "How good are Canadian schools?
What measurements should we use to evaluate the state of Canadian education?
In this closely argued and carefully substantiated essay, noted specialist
Tom Schweitzer, former Senior Economist at the Economic Council of Canada,
has pulled together the relevant data to reflect where we stand, not only in
comparison to other countries but province to province. Schweitzer looks at
the crucial elements in any educational system, ranging from the family
environment to the quality of teaching to the effectiveness of school
bureaucracy. He stresses the importance of education in creating a
well-trained and efficient workforce and suggests that a high level of
numeracy and literacy generates significant income premiums for Canadian
workers." --From the book jacket.  Two responses to Schweitzer's conclusions
are also included, by Robert Crocker, Associate Deputy Minister of Education
Newfoundland, and Geraldine Gilliss, a Director at the Canadian Teachers'
Federation.

From The Futurist Magazine, March/April 2000 Technology Remakes the Schools
by Howard Gardner and 16 Predictions for Higher Education by Samuel L. Dunn:
"The virtual university is next - not a single institution, but a web of
educational providers that collectively distribute services to the client at
the time, place, pace, and style desired by the client, with quality
determined by the client and a variety of approving and accrediting bodies.
The virtual university has been born and is growing rapidly; it will be the
predominant mode of higher education by the year 2025.

Look for the following changes to come:
- more emphasis on teaching "life skills" needed by students (eg.
relationship training - never before have men, women and countries been so
close together or relationships so studied; previously undervalued by
system)
- more awareness and involvement of parents (better educated parents are
going to want more (better education) for their children
- students and teachers will have more flexibility and control (empowerment)
- more professional input of non-educators
- educational entrepreneurs (including more choice in school selection; will
be market driven)
- customized education (using amazing software applications)
- the home-school movement will lead to a home-college/university movement
- more adult learners (life-long learners are going to search out better
education for themselves)
- education consortia will be formed
- skills for stewardship of the planet will become a priority (previously
undervalued)

Other references:
http://www.schoolchoices.org/ ; http://www.edreform.com/reform.htm


5. Coming Spiritual Age

The "Wild Card" among breakthroughs for the next century, something that
will have an unexpectedly dramatic impact on the future by William E. Halal
(George Washington University Forecast of Emerging Technologies
www.gwforecast.gwu.edu ):

"I suspect the wild card is going to be the realization that you can only do
so much with information, that we are approaching a domain beyond knowledge.
Information technology is going to mature in the next 10 to 20 years.  The
systems will be up, the earth will be wired, and we will be able to do
everything we want with information.  We will then enter an era of spirit.
You can see it starting today as people embrace values, beliefs and
visions - all of those things that are essential to navigate through the
mass of information, to find meaning and purpose.  The emergence of this era
of spirit is going to become startlingly clear soon.  There will be a change
in basic assumptions.  For example, the concept of the corporation will be
scrutinized.  How are you going to justify corporate profit-taking in a
world of values, meaning, and purpose?  The flaunting of wealth and
materialism may be reversed as people reconsider the gap between the rich
and the poor.  In about 10 years, certainly no more than 20 years, we will
talk about a spiritual age the way we now talk about the information age."
(courtesy of Future Times, Summer 2000, published by the World Future
Society)


6. Canadian Peace Institute Initiative

Within a year the peace leaders of this country could have a virtual
Canadian Peace Institute established (at least initiated).  Within 3 years
we can have a bona fide, successful, Masters degree granting Institution
that is the talk of the country.   Within 5 to 10 years we can have that
pre-eminent Canadian Peace Institute, respected throughout the world, of
which each of your institutions can share in the success and
accomplishments - and we will all profit from this, in ways much more
important than dollars and cents.

See
http://www.peace.ca/educationpartnerships.htm for several visions and
background information.

A working group has been formed to research the idea of a Canadian Peace Institute and
initiate an Action Plan.


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