Notes for a Speech to
the Canadian Peace Researchers & Educators Association ("CPREA") Annual
General Meeting June 3, 2000 by Robert Stewart, C.A., C.M.C., Director, Canadian Centres
for Teaching Peace
VISIONS OF A CANADIAN PEACE INSTITUTE
Preamble
"Canadian Peace Research and
Education Association. The main purpose of the Association is to advance research and
promote education in the causes of war and the conditions of peace. To this end the
Association undertakes to: Organize those engaged or interested in peace research or
education in order to institute communication and contacts among them; Encourage the
interdisciplinary study of war and peace in Canadian schools and research institutes;
Cooperate in the popularization of knowledge about international conflict and its
resolution." From the web site at http://www.msvu.ca/pax/cprea.htm
"These are the characteristics
of a leader. Providing direction and support towards the creation of a Canadian Peace
Institute falls into this mandate." R. Stewart
The Bad News
About 5 years ago, I started a
journey to try and see how I could help and make a contribution to peace. I did it for all
the right reasons:
- I was sparked to do so by my Service
Club,
- I was concerned that the status quo was
not good enough and in fact the situation was getting worse in my community, my country
and my world,
- I wanted to show my children that they
can make a difference with their lives by my making a difference with my life, and in the
process leave a better world for future generations.
What I found was an information
void, a leadership void, a resource void, and an educational void.
When I started my journey, I was
looking for a road map. Something to get my bearings: where we are, where our destination
is, and the path to get there. I was looking for a book like 'Peace for Dummies' - its not
there! It does not exist. There is nothing for John or Jane Q. Public. You would think we
don't want the public to get involved - "this is too complicated for simple minds -
we must leave it to great statesmen, bureaucrats and academics". Wrong!
The problem is that the great
statesmen, bureaucrats ... and yes, academics, are not resolving things. And it is not
because we don't know what to do. In fact, the Carnegie Commission on Resolving Deadly
Conflict concluded, "It is not that we do not know what to do - it is that we do not
act". http://www.ccpdc.org/
HELLO!!
I repeat, we know what to do - we
just aren't doing it!
Isn't that enough to make you mad?
... Millions of people are dying and they don't have to, because we aren't doing what we
can and should.
We all have to take collective
responsibility, but some of us with more capacity are even more responsible: our world
leaders, our country's leaders, our religious leaders, our corporate leaders, our academic
leaders. Not only are we not doing what we can and should, we are putting barriers in the
way of John and Jane Q. Public from carrying out their democratic responsibility to be
part of the solution. It is so bad, for example, that I have heard it said that the
Department of Foreign Affairs is happy that the public doesn't understand their programs
and issues because that way they can do what they want with impunity.
Well, if our leaders won't act then
it is up to us - and that is where the Good News and opportunity is.
The Good News
The Good News is: we know what to do
to solve the most important issue in the world.
Now, when you have a great need in
the marketplace and you have a solution, particularly an economic solution, you can profit
from this. And I don't mean just in dollars and cents, but in any way you measure success.
So where does the academic community
come in?
It is unconscionable that there is
no pre-eminent peace university or school of higher peace learning in Canada. You can't
even get a Masters degree in peace in Canada. You can't even learn the 'big picture' about
peace in Canada. That is a serious problem.
I don't know if you know the big
picture in peace - if you do, why are you keeping it a secret?
Here is what I propose as a unique
Canadian Peace Institute designed, not to navel gaze, but to help motivate, prepare and
activate Canadians and others around the world to resolve peace problems, and in the
process build a Culture of Peace and Non-violence for the Children of the World.
A Vision of a Canadian Peace
Institute - Background
In 1974, Canada was party to the
U.N. Declaration and Integrated Framework of Action on Education for Peace, Human Rights
and Democracy. Canada, by signing the document, did not merely endorse it; instead it made
a commitment to fulfil certain obligations, just as signing the landmines treaty, the
Universal Declaration of Human Rights, etc., represents a commitment. This is something we
can hold our government responsible for. These obligations included building significant
peace education into our formal and informal education systems. A scan of our education
system in Canada quickly indicates that we are currently falling far short.
Around 1994, the U.N. participating
countries were also endorsing the UNESCO Culture of Peace Program. Six years later, this
year is the International Year for a Culture of Peace in 2000 - one of the best kept
secrets of the new millennium. The Canadian government has devoted not one new dollar to
this most important event! All they pay is lip service, and I say this as someone who has
repeatedly queried our government leaders on their commitment, or should I say lack of
commitment. This is an important point to make, because a National Culture of Peace
Program is the big picture solution to the peace problem. I have written an article on
this, available on our web site at http://www.peace.ca/copp.htm
, but that is a topic of another presentation. An overview of the big picture is enclosed
as Appendix A (also at http://www.peace.ca/appendixb.htm ).
Appendix E
(also at http://www.peace.ca/educationpartnerships.htm
) provides a brief overview of the Inventory of University (and other higher learning)
Peace Studies Programs in Canada. Again, what strikes me here is that there is no
pre-eminent Canadian Peace University. There are a lot of specific programs, no Masters
Program, nowhere to get the big picture. It is actually quite amazing, given the
importance of peace education, that so many universities do not have a program (for
example, I was disappointed that U of Calgary canned its program).
To help fill the informational void,
in May 1998 I founded the Canadian Centres for Teaching Peace - a virtual Peace Institute
at http://www.peace.ca , in plain language, intended to
help John or Jane Q. Public get the big picture quickly, see where their interests may
lie, and link them with the resources they might need to 'do something' to build peace in
their community. I attach Appendix B (also available at http://www.peace.ca/Museum.htm ), an overview of
the CCTP framework to highlight what I consider are some key principles CCTP was founded
upon. I am proud to say that we have had almost 10,000 visitors (without advertising) in
the past 2 years and have been able to provide a lot of help to many people throughout the
world. The feedback we get almost daily is proof that we have a successful model.
I identified that an opportunity
presents itself because (i) there is no pre-eminent 'Peace University' in Canada, (ii) the
Canadian Centres for Teaching Peace has identified basic needs for peace education and
established a successful methodology for serving those needs, (iii) many Canadian
Universities have struggling but respected Peace Studies Programs (or parts thereof), but
many more have very little, (iv) Canada has a history of positive contributions to peace
and non-violence programming, (v) the Canadian government has made certain commitments to
the United Nations with respect to peace education, and (vi) the United Nations
International Year for a Culture of Peace, Decade for a Culture of Peace and Non-violence
for the Children of the World, and UNESCO Culture of Peace Program incite institutional
transformations (including Education Reform) to which the Canadian Government is a
signatory.
With this background, I would like
to talk about the possibility of Canadian Universities, Colleges, Secondary, Elementary
and Primary Schools becoming a part of a visionary new Canadian Peace Institute, including
the promotion (research, development, education, etc.) of a National Culture of Peace
Program and a network with Canadian (and foreign) universities (and other schools). I
would like to summarize some of those key principles that I recommend leading up to a
visionary 'Peace Institution' in Canada :
General
1. It would be a major Peace
institution, aligned with one or more Universities (it might be slightly removed similar
to the Arctic Institute's relationship to the University of Calgary; working with other
University priorities which impinge upon peace such as environment/health, globalization
studies, multi-media studies, leadership in learning, business, etc. In other words, this
program is transdisciplinary),
2. It would be linked with other
Universities (Canadian and International) offering Peace studies (not duplicating; but
working with existing infrastructure),
3. It would be linked with high
schools, primary and elementary schools providing peace studies,
4. It would be helping to provide
leadership and capacity for peace action (i.e. not just research and studies)
Program Elements
5. It would include the holistic,
problem-solving framework (i.e. the 'Matrix' found in Appendix B
http://www.peace.ca/museum.htm including
building peace at the individual level, family level, community level and world level),
6. It would encompass the Canadian
Culture of Peace Program framework (reference http://www.peace.ca/un2000celebration.htm
, and particularly the organization chart in Appendix A http://www.peace.ca/appendixb.htm)
7. It would consist of plain
language to communicate (outreach) to, and involve, the general public/grass roots (i.e.
we wish to activate the 80% of people with positive outlooks towards peace and
non-violence but who are currently inactive because they do not know what they can do to
contribute, or are unmotivated; working at the community level; empowering citizens),
8. It would be peace information
management (or 'peace informatics'; including a virtual centre and degrees by distance
education; incorporate planning, action, measuring results, and corrective
action/redirection),
9. It would include Safe and Caring
Schools, and Safe and Caring Communities programs (reference Alberta Safe and Caring
Schools requirements; work done by Edmonton Rotary Urban Hope Program; work done by
Toronto Rotary Urban Peace Initiative, for examples; incorporate addressing current issues
related to Canada's aboriginal peoples and francophones, minorities,etc.),
10. It would include Health Reach
(reference current work by McMaster linking health issues to peace; influence of fetal
alcohol syndrome and drugs on violence; analogy of Rotary PolioPlus Program to PeacePlus -
violence is a disease, find the treatment, and inoculate everyone; employing a scientific
approach to solving 'the problem of convergence', and building a culture of peace and
non-violence including psychology, philosophy, law and justice, conflict resolution,
etc.),
11. It would include Selling Peace
and non-violence (i.e. taking a market-based, added value approach; peace and non-violence
is a product - how do we sell it to the masses? political and community leaders?) We have
to more formally recognize that we are all salespersons - selling our ideas to others -
and prepare accordingly. You can call this marketing, or applied psychology for the
purists.
Methodology
12. The methodology would
incorporate the movement towards service-learning in peace education (http://www.aahe.org ): a) responding to real community
needs as identified by the community, b) by utilizing reflection to combine service and
training, c) through a collaborative process involving faculty, students, administrators,
and staff and community partners.
13. The methodology would include students
teaching students (reference Peace by Peace Program at University of Toronto http://www.peacebypeace.net, where University
students go in to high schools to teach peace and non-violence; high school students could
similarly go to elementary schools; empowering youth),
14. The methodology would include
volunteers teaching students (akin to the Junior Achievement Program; volunteers such as
the Red Cross Abuse Prevention Program and Block Parents already go into schools to teach
aspects). However, currently it is spotty in that all children and youth at all schools do
not get the full spectrum of related life skills taught to them - we must ensure this
happens. Until peace education is integrated into school curriculum it will have to be
supplemented by volunteers and students.),
15. The methodology would include
working with Canadian Ministries of Education to integrate peace education into curricula
('rebuilding the education system'). Cora Weiss, President of the Hague Appeal for Peace,
when describing the Global Peace Education Campaign at the recent U.N. Millennium Forum,
referred to The 4 R's - reading, (w)riting, (a)rithmetic and reconciliation which will
help children confront their biases, redirect their aggressive behaviour, learn to
negotiate, and discover non-violent peaceful means to relate to one another.
Revenue Generating
Activities
16. It would follow an
entrepreneurial approach (i.e. pragmatic, sustainable, value added solutions; significant
fund raising potential), [Note - In Canada, we provide education as a basic right, so even
if it "lost" money it would be worth doing, and in fact we are obligated to do
so. Having said that, I stress to all my non-profit organization clients that unless you
establish a sustainable source of funds you will not be independent and will be at the
mercy of the funder (you may have heard about the Golden Rule: "he who has the gold
makes the rules"). I believe that it is possible to establish a sustainable source of
funds for peacebuilding and a Culture of Peace. I will stress the need to be
entrepreneurial in approach, but I will not get into detail - that also is the subject of
a longer planning session.}
17. It would incorporate the
creation of a fund raising 'Peace Education Foundation', and teach peace groups how to
fund raise,
18. It would offer the first (and
only, to date) Masters degree in Peace and Non-violence in Canada (generating tuition
fees) (Note - for an example of satisfying employment needs in the area of peace, I will
mention the new programs that the University of Calgary has initiated where it goes to
major related employers asking what type of skills they require and seeking hiring
commitments, then designing approved courses to fit the employment need),
19. It will offer training to
teachers (implementing Safe and Caring School Programs), civil servants and others
(implementing Safe and Caring Communities Programs), and companies (implementing violence
in the workplace programs),
20. It will offer consultants and
coaches to 'your place of business', to other countries (reference requests that I have
received from Nicaragua, Russia, Congo and Nigeria for assistance in developing Culture of
Peace Programs), and within Canada,
21. It will be Canada's only (to
date) holistic Peace Museum (with more emphasis on building peace for the future rather
than past history; reference the 'Matrix' found in Appendix B http://www.peace.ca/museum.htm ), and including
a 'Peace Shoppe', a 'Peace Cafe', a 'Children's Centre', a 'Peace Hall of Fame' (including
Canadian heroes, and World heroes),
22. It will offer Canada's largest
Peace Resource Centre (including books, videos, multi-media, etc.),
23. It will offer a Volunteer's
Centre (e.g.. room and facilities rental),
24. It will offer target hardening
courses, [Note - Examples of target hardening: street-proofing children; better lighting;
self-defence; Red Cross relationship violence prevention programs; etc. i.e. helping
potential victims to reduce their chances of becoming victims (based on the concept that
it is easier to change the behaviours of potential victims (and even potential
perpetrators), than of hardened perpetrators - although, of course we wish to work on that
as well)]
25. It will involve government,
nongovernment organizations and community service organizations who have a mandate that
impinges upon peace and non-violence (for example, there are over 500 in most major
cities), focusing, networking and promoting partnerships and economies of scale in
resource utilization.
If it is not clear from my remarks,
I do speak of a consortium model. In fact, what I am proposing could be one of the largest
consortiums in Canada: of all universities, colleges, high schools, elementary and primary
schools, virtual centres, etc. in a Canadian Peace Institute. I would also foresee this
consortium linking with peace institutes world-wide. A Canadian Peace Institute will help
unify the peace movement in Canada.
With a participation rate like that, how
can we go wrong? And you might ask, 'what lucky community might get all this?' - I would
suggest that it would be your community, my community, all of our communities would own a
piece of it.
Where do we go from here?
There is scope for alternatives to
the model that I propose. But we do not have a blank page to start with now. I would love
to hear your proposals.
Since the purpose of my presentation
is action, I would strongly urge, by way of a resolution for consideration by the
participants, the following action steps:
- form a Working Group of peace
educators to research this timely opportunity to create a Canadian Peace Institute, and
make a recommendation by the end of 2000 to the leaders in peace education in Canada. (who
are they anyway? I asked this question to a prominent PhD, a Member who I respect
tremendously, and the response was, "As for your Question --I do take it seriously,
and I don't have an answer." The results of a simple poll of the CPREA list are
attached as an Appendix C.) I would be pleased to volunteer my
support and assistance to the Working Group in any way that I can, including development
of a fund raising strategy and business plan.
- research the legal, administrative
and other implications (e.g.. space, student integration, legal issues, etc.)
- gather more input from a
presentation at the University of Victoria and B.C. Teachers' Federation conference August
9 - 12, 2000, which has the theme 'Education and a Culture of Peace',
- commit to a late 2000/early 2001
recommendation by the Working Group ("Go or No-Go") (by this time, it would be
expected that the Working Group would identify/recommend Program elements, budgets,
responsibilities, time lines, etc.; it will be important to find identify
"Champions" - "movers and shakers")
This would be a concrete and very
valuable outcome of the conference. A copy of a draft resolution is attached in Appendix D.
Conclusion
In preparing for this presentation,
I have been told that the CPREA is not meant to be an everything association. It a learned
society on peace research, whose main activity is a yearly research conference. This is
not to say that people in CPREA are opposed to activism, it is just that activism is the
mandate of other peace organizations. It seems like some people may be confusing being a
leader vs. being an activist. The main purposes of CPREA (see above) are the
characteristics of a leader. Providing direction and support towards the creation of a
Canadian Peace Institute falls into this mandate.
Up to now, I have framed my
presentation to appeal to those of you who are researchers - wouldn't it be nice to
research the pros and cons of a Canadian Peace Institute and maybe design one?
Now, I wish to direct my final
remarks to any leaders in peace education who may be listening. The challenge is
before us.
To those leaders, and potential
leaders, among you - It is time to act. Yes, we are all very busy, under-powered,
under-resourced. But the time for excuses is over. Do not underestimate your ability to
have a significant influence.
We have a moral obligation to act to
rectify this situation. We have the knowledge about what needs to be done. The people in
this room are among the best and brightest minds, with a passion for peace. The path has
been marked - there is a map.
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.
We will only do that if we have the
will, the passion and the commitment to serve humankind. If we do not act now, in 30 years
more or less this world will be collapsing,
Maurice Strong and the world's
scientists warn us of this fact (The full text of the Warning to All of Humanity can be
read at http://www.pgs.ca/pages/mem/warning.htm).
Within one generation, our children and grandchildren will suffer as a result of our lack
of resolve if we do not act now.
If you have a better plan, I
challenge you to put it on the table so that we can discuss it, consolidate ideas, refine
... but most important of all ACT! I wish to give this audience the credit for being the
people who could and would make this thing happen. Each one of us has to ask ourselves:
"Which side of the slate do we get marked on? Where do we stand? Are we part of the
solution, or part of the problem?"
I have decided that I will not quit
until there is a pre-eminent Canadian Peace Institute - this is my pledge. I hope each one
of you - researcher, educator, and leader - sees a role to play in the creation of a
Canadian Peace Institute. It is the opportunity of our lifetime.
The ball is in our court.
Respectfully submitted,
Robert Stewart, C.A., C.M.C.
Director, Canadian Centres for Teaching Peace
http://www.peace.ca
APPENDIX A
- http://www.peace.ca/appendixb.htm
APPENDIX B
- http://www.peace.ca/Museum.htm
APPENDIX C
(below):
Leaders in Peace Education
In preparing for my presentation at the CPREA conference, I have circulated the question
on the CPREA list server, "I was wondering who the Members of the CPREA list server
may consider to be leaders of peace education in Canada? Individuals and/or organizations?
In order of importance, if you can advise me. "
In the course of only three days, I received three responses (from the pool of 65 Members
on the listserv) who identified the following leaders in peace education:
Hanna Newcomb
Larry Fisk at MSVU and CPREA
DFAIT and Lloyd Axworthy
Coady International Institute
The Lester B. Pearson Canadian International Peacekeeping Training Centre
Network Interaction for Conflict Resolution's directory of links (at Conrad Grebel
College)
Menno Simons College
Conrad Grebel College
Thomas Homer-Dixon
Jubilee 2000
Ecumenical Coalition for Economic Justice
Project Ploughshares
McMaster University Centre for Peace Studies
Science for Peace
Center for Social Justice
Peter Langille
Anne Adelson
Floyd Rudmin
MV Naidu
Roger Davies, Men for Change
Anatol Rapoport
Graeme MacQueen
Robert Stewart and Canadian Centres for Teaching Peace
Note: the only reason a leader in peace education is not on this list is because no one
had put their name forward in the short time given (I did not compile a list of people
that I thought should be there - I wished to see what others thought). I will add a caveat
to the listing: it is only a list of names put forward, is subjective and debatable - It
will be interesting to see how it and the discussion evolves.
APPENDIX D
Upon the occasion of the
CANADIAN PEACE RESEARCHERS & EDUCATORS ASSOCIATION ("CPREA")
Annual General Meeting June 3, 2000
CANADIAN PEACE INSTITUTE RESOLUTION
IN RECOGNITION OF
THE UNITED NATIONS INTERNATIONAL YEAR AND DECADE FOR
A CULTURE OF PEACE AND NON-VIOLENCE
FOR THE CHILDREN OF THE WORLD
WHEREAS the Peace Research and Education mission is to help motivate, prepare
and activate Canadians and others around the world to resolve peace problems,
and in the process build a Culture of Peace and Non-violence for the Children of the
World; and
WHEREAS Peace Researchers and Educators in Canada have undertaken a number
of initiatives in response to recent International and Canadian themes encouraging
building peace in our communities and world; and
WHEREAS the new millennium marks the United Nations International Year for a
Culture of Peace in 2000 and the beginning of the U.N. International Decade
for a Culture of Peace and Non-violence for the Children of the World; and
WHEREAS Peace Educators and Researchers are well placed to support and drive forward
this transformation of the existing perceived culture of violence into
a culture of peace; and
WHEREAS there is enormous human suffering and death due to needless
violence, there is a lot at stake for the human race and our environment,
and it is time to act to make peace and its achievement at home and abroad a
major priority,
THEREFORE, the undersigned Peace Researchers and Educators
strongly endorses and urges:
1. that all researchers and educators in Canada and internationally make the personal
pledge
and commitment to live and promote peace by signing Manifesto 2000
< http://www2.unesco.org/manifesto2000
>
2. that all schools and educational institutions in Canada and internationally make the
organizational commitment to be a Messenger of the Manifesto 2000 as
recognized by UNESCO
< http://www.unesco.org/manifesto2000/uk/uk_dev_mess_org.asp
> and develop a
partnership with UNESCO in the framework of the International Year for a
Culture of Peace < http://www.unesco.org/iycp
>
3. that CPREA use its good offices in an ongoing program to
support the UNESCO Culture of Peace Program within Canada, helping to
launch the Canadian movement for the Culture of Peace and Non-violence for the
Children of the World;
4. that the undersigned Canadian Peace Researchers and Educators hereby form a Working
Group
to research this timely opportunity, and need,
to create a Canadian Peace Institute:
research the legal, administrative and other implications,
gather more input from across the country,
identify/recommend Program elements, budgets, responsibilities, time lines, champions,
and make a recommendation by the end of 2000;
5. that the governments of the municipalities, provinces and Canada
use their good offices in an ongoing program to support the UNESCO
Culture of Peace Program at home and abroad, and make the organizational
commitment to be a Messenger of the Manifesto 2000 as recognized by UNESCO,
develop a partnership with UNESCO in the framework of
the International Year for a Culture of Peace, and
actively promote and financially support peace education at all levels;
6. that all individuals and organizations in Canada with an interest in peace and
non-violence work together to build a Culture of Peace.
WE HAVE THE SKILLS, RESOURCES, KNOWLEDGE AND ABILITY TO ACHIEVE A CULTURE OF
PEACE AND NON-VIOLENCE. WE ALSO HAVE A MORAL OBLIGATION TO CURRENT AND
FUTURE GENERATIONS TO PROVIDE THE LEADERSHIP AND MOTIVATION.
LET'S DO IT TOGETHER.
Resolved by:
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APPENDIX E - http://www.peace.ca/educationpartnerships.htm
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Last Update: 13 Jul 2000