Education for International Understanding: an Idea Gaining Ground

DOCUMENT RESUME

ED 406 299 SO 027 285

AUTHOR Nkake, Lucie-Mami Noor TITLE Education for International Understanding: An Idea Gaining Ground. INSTITUTION International Bureau of Education, Geneva (Switzerland). PUB DATE 96 NOTE 49p.; Photographs may not reproduce well. AVAILABLE FROM International Bureau of Education, P.O. Box 199, 1211 Geneva 20, Switzerland. PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) (120) Reports Descriptive (141)

EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adoption (Ideas); *Citizenship Education; Civics; Civil Liberties; Comparative Education; Cultural Exchange; Democratic Values; *Educational Philosophy; Educational Principles; Elementary Secondary Education; Foreign Countries; Foundations of Education; Freedom; Futures (of Society); Global Approach; *Global Education; International Cooperation; International Education; *International Educational Exchange; International Organizations; Moral Values; *Peace; World Affairs; World History

ABSTRACT This brochure is a partial follow-mn t' flih session of the International Conferer. ^e on 1..uucation (ICE), "Appraisal and Penspcctives of Education for International Understanding," held in 1994 in Geneva, Switzerland. While borrowing extensively from conference material (such as the speeches by heads of delegations, replies by member states to an International Bureau of Education (IBE) pre-conference survey, national reports, and round-table summaries), this brochure also includes personal ideas, experience, and opinions on important matters in today's countries: human rights, peace, and democracy. Despite the complexity of the challenges facing a rapidly changing world, the range of actions described in this work reflect a common will and offer further suggestions for a "new philosophy of education," that would incorporate some positive moral values common to all countries. With the dawning of the 21st century, bringing people closer together through what they have in common, through the incomparable wealth of their diversity, could be one of the keys to the creation of "a lifelong school, open to the world, in the service of mankind" (Jacques Muhlethaler, founder of the World Association for the School as an Instrument of Peace). Specific sections of the brochure include: "Why this brochure?"; "Foreword: A Common Will"; "Towards the New Millennium--An Idea Gaining Ground"; "For a New Philosophy of Education"; "A World That Is Many and One: The Other's Viewpoint"; "Development and a Culture of Peace"; "From Rhetoric to Practice for an Applied Peace"; and "Conquering New Areas for Education for Peace." Contains sources and several notes.(CB) AN IDEA GAINING GROUND

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INTERNATIONAL BUREAU OF EDUCATION Contents

Why this brochure? p. 3

Foreword: a common will p. 4

Vat Towards the new millenniuman idea gaining ground p. 5

For a new philosophy of education p. 10

A world that is many and one: the other's viewpoint p. 17

Development and a culture of peace p. 24

From rhetoric to practice for an applied peace p. 29

Conquering new areas for education for peace p. 45

The author expresses her gratitude to the UNICEF Office in Geneva for allowing free access to its photo library in order to illustrate this brochure.

Published in 1996 by the International Bureau of Education, P.O. Box 199, 1211 Geneva 20, Switzerland

Printed in France by SADAG, Bellegarde

UNESCO:IBE, 1996

A lifetime to learn 3 3 Why this brochure?

This brochure is part of the follow-up While the brochure does not attempt to the forty-fourth session of to give a systematic, detailed presenta- theInternationalConferenceon tion of UNESCO's programme in the Education (ICE), which was held in area of international understanding, it 1994inGenevaonthetheme: does recall the most significant events `Appraisal and perspectives of educa- which have occurred along the way tion for international understanding'. it has been more than seventy years While borrowing extensively from sincetheInternationalBureauof conferencematerial,suchasthe Education was first set up in 1925 speeches by headsofdelegations, towards peace and democracy. A replies by Member States to a pre- furthersourceofinspirationhas Conference survey by the International also been the philosophy of educa- Bureau of Education (IBE), national tionofferedinthe reportof reports, round-table summaries, etc., theInternationalCommissionon the style of the brochure is fairly direct, Education for the Twenty-first not restricted by the rules generally Century, which was published at the imposed on official documents for beginning of this year (see Delors in major conferences, thanks to which the references). the author has been able to convey a The author herselfisLucie- wealth and diversity of ideas, expe- Mami Noor Nkake, our colleague rience and opinions on matters of such from the World Association for the importance for the countries of the School as an Instrument of Peace. world today as human rights, peace While expressing its gratitude for her and democracy. Apart from neatly contribution, the International Bureau summing up the items on the agenda, of Education wishes to remind readers most of the chapters in this document that she is responsible for the choice contain boxes giving an 'action spec- and presentation of the facts contained trum'or'viewpoints'basedon in this publication and for the opinions innovatory, original experiments, and expressed therein, which are not neces- a selection of extracts taken from the sarily those of UNESCO:IBE and do speeches of ministers present at the not commit the Organization. The ICE. The brochure is intended for designations employed and the presen- a broad range of readers, especially tation of the material do not imply the teachers and students. expression of any opinion whatsoever It also retraces the development on the part of UNESCO:IBE regarding of UNESCO's programme and that of the legal status of any country, terri- itspredecessor,theInternational tory, city or area or of its authorities, Bureau of Education, which has been or concerning the delimitation of its part of the organization since 1969. frontiers or boundaries.

4 4 Foreword: a commonwill

Theforty-fourthsessionofthe achievements of education for inter- InternationalConferenceonEdu- national understanding and identified cation(ICE),organizedbythe the remaining obstacles inits way. International Bureauof Education They noted the urgent need to include (IBE), was held in Geneva from 3 to 8 the subject in school curricula and in October 1994. It was attended by teacher-training courses. nearly 800 participants from the world Despite the complexity of the of education, including 102 ministers. challenges facing a rapidly changing The majordebatesonthe world, the range of actions described general themeof theConference, in this work reflects a common will `Appraisal and perspectives of educa- and offers further suggestions for a tion for international understanding', `new philosophy of education', which wereintroducedsuccessively by wouldincorporatesomepositive Federico Mayor, Director-General of moral values common to all countries. UNESCO, JamesGrant,Director- At this dawning of the twenty-first GeneraloftheUnitedNations century, which is so often mentioned, Childrens' Fund (UNICEF), Jacques bringingpeople closer together Delors, Chairman of the International through what they have in common, Commission on Education for the through the incomparable wealth of Twenty-first Century, and thefive their diversity, could be one of the chairpersonsoftheConference's keys to the creation of 'A lifelong preparatory meetings. school, open to the world, in the Theministersofeducation, service of mankind' (Jacques together with the educators and non- Mahlethaler,1 founder of the World governmentalorganizationstaking Associationfor the School as an part in the Conference, reviewed the Instrument of Peace).

Left: James Grant (1922-95); right: Jacques Mithlethaler (1918-94)

PHOTO: UNICEF/91 0005/Joe Rubino PHOTO: Max Vaterlaus, Geneve 5 Towards thenewmillennium anidea gaining ground

From 1925 to 1974, the founders Considering that the development of educa- of peace through education tion is an essential factor in the establishment of peace and in the moral and material progress of humanity, that the collection of data In 1925, at a time when the bitter on research and application in the field of edu- memories of the First World War and cationandtheassuranceofextensive the destruction it caused still haunted interchange of information and data by which people's minds, the prospect of another each country may be stimulated to benefit conflict was already looming on the from the experiences of others is important to horizon. More than ever, the need was this development.' felt to establish an institution in the service of education for closer contact and Ten years later, the scourge of war harmony between peoples, the precon- once again devastated the world, brin- ditions of international understanding. ging destructionand disillusion It was against this backdrop, where the in its wake. At the end of this con- hopes of peace were mingled with the flict, which was made even deadlier fearof war, that the International than the previous one by scientific Bureau of Education (IBE) was founded. advances, the faith in humankind was Four years later, in response to a rekindled in those who sought to pressing desire to alleviate the crisis build peace through education. The which was gradually adding plausibility nations decided to hold an 'assembly'. to the idea of another war, the founders It was 1945, in San Francisco, and of the Bureau changed its status. The the United Nations Organization was IBE ceased to be a non-governmental born. The preamble to its Charter, organization and, in 1929, became an beginning 'We, the peoples of the intergovernmental organization. One United Nations', reaffirms its faith in of its priority tasks is defined in the human rights, an ideal which takes its preamble to its new statutes, which source in the major currents of human clearly states its purpose: thought which have always nourished

the scourge of war bringing destruction and disillusion in its wake 411

hI **a.j41)f 6 6 Towards the new millenniuman idea gaining ground

the quest for liberty and justice. One stone to its edifice. At the eighteenth year later, the 'peacemakers', convin- session of UNESCO's General ced of the essential role played by Conference,theMemberStates education inthe achievement and adopted the 'Recommendation maintenance of peace in the world, concerning education for internatio- founded the United Nations nal understanding, co-operation and Educational, Scientific and Cultural peaceandeducationrelatingto OrganizationUNESCOin London. human rights and fundamental free- In 1946,atits firstGeneral doms', better known as the '1974 Conference, UNESCO launched and Recommendation'.In 1976,the defended the idea of education for International Bill of Human Rights international understanding. The brought with itthree legal instru- organization's constitution highlights ments of great importance for the itsethical mission in these terms: Stateswhichratifiedthem:the `Since wars begin in the minds of men, International Covenant on Economic, itis in the minds of men that the SocialandCulturalRights;the defences of peace must be construc- International Covenant on Civil and ted'. Inits programmes, UNESCO Political Rights; and the Optional introduced the foundations of educa- ProtocoltothelatterCovenant. tion for international understanding. Unrestricted respect for the rights of The ideal took shape more clearly still the individual was thus instituted as in 1948, when the United Nations a prerequisite and a sine qua non GeneralAssembly proclaimedthe condition for the achievement and UniversalDeclarationof Human maintenance of peace, both within Rights, the first part of the future and between States. Rulers and sub- `International Bill of Human Rights', jects alike were made aware that it which was to be of moral as well as of was not sufficient to allude to the legal significance. ideal of peace or to invoke human In1953,anexperimental rights in order for these to material- projectwaslaunchedbyseveral ize. The awareness took hold that a countries, UNESCO's Associated form of education was needed to Schools Project (ASP). Looked upon establishlastingpeace andinter- as 'navigators', the Associated Schools national understanding. In that spirit, explore new ways and new means of UNESCO convened ameeting of adapting education to the needs of experts in 1977 with the task of societies. studying 'the constituent elements of peace founded on respect for human rights'. The teaching of human rights From 1974 to 1994, became one of theorganization's towards a culture priorities. The first steps were taken of peace in1978,inVienna,wherethe International Congress on Human Three decades after the appeal for Rights Education firmly recalled that peace beginning 'We, the peoples of those rights were indivisible. In 1987, the United Nations', the great human Malta provided the setting for the rights movement added afurther International Congress on Human 7 7 Towards the new millenniuman idea gaining ground

RightsTeaching, Information and New technologies emerged. At the poverty spread in Documentation, while in 1989, the same time, however, the gap between the major cities and International Congress on Peace in richand poornationswidened, the spectre of war the Mindsof Men, whosetitle poverty spread in the major cities and was ever present recalled the principle of UNESCO's the spectre of war was ever present. ethical mission, was held in Nowthatworldproblemsare Yamoussoukro (Cote d'Ivoire). This interrelated, concepts can no longer congressproposedanewgoal, be considered in isolation and there is namely the development of a 'culture an urgent need to review the objec- of peace', which would be based on tives of education, to heed the new values recognized as universal by all aspirations of peoples and to redirect cultures,inorder'successfullyto the means of action. achieve the transition from a culture In 1991, UNESCO's General of war to a culture of peace' (Federico Conference called for the convening Mayor). ofaninternationalcommission, Timeschanged,andsome whose mandate would be to reflect in majoreventsoccurredafterSan depth on the challenges facing educa- Francisco, London, Vienna, Malta tion in the twenty-first century and to and Yamoussoukro. The world was formulate suggestions for appropriate plunged into upheaval. The Berlin actions to meet those challenges. In Wall fell. Totalitarianism retreated. Montreal in 1993, the International Geopolitical maps wereredrawn. Congress on Education for Human 8 8 Towards the new millenniuman idea gaining ground

Rights and Democracy devoted a series on 100 'thinkers on education', large part of its discussions to human which appeared in Prospects, its inter- rightsanddemocracyandtheir nationalreviewofcomparative relationswith education, develop- education, now produced by the IBE ment, cultural diversity and tolerance. (see sources). In the series (taking up It would express the idea of a 'cultural four double issues of the review), phi- democracy'. losophers,politicians,sociologists, One of the founders of modern scientists, theologians, novelists, his- pedagogy,JanAmosComenius torians, poets and essay writers of all (1592-1670), a writer and a huma- times and all cultures are described in nist,alreadyduringhislifetime monographs. There they are free to stressed the importance of universal hold a dialogue, contradict each other literacy for the harmonious develop- and rebut each other. mentofsociety.Headvocated universal education for girls and boys and asserted the principle of equal Towards the access to instruction, without distinc- new millennium: tion as to religion, social class and a more holistic view even ability.Following the fourth centenary of hisbirth, the Czech authorities and UNESCO created the Whileitcannotbedeniedthat Comenius Medal in 1993, to reward human rightsareindivisibleand women and men who achieve distinc- interdependent, the need for a type of tioninthefieldofeducational education adaptedtopresent-day research and innovation. The medal circumstances, marked as they are by isawardedatsessionsofthe the expression of all forms of intole- International Conference on Educa- rance, violence and inequality, tion. compelled UNESCOrecentlyto In this same year, confirming develop an Integrated Framework of the importance it attaches to pedago- ActiononEducationforPeace, gic thought, UNESCO published a Human Rights and Democracy. These concerns lay at the heart ofthedebatesduringtheforty- fourth session of the International Conference on Education (1994), at which the ministers of education took a substantial step forward by adop- ting the Integrated Framework of Action. This framework, whichis both a legitimate and a logical sequel to the 1974 Recommendation, offers basic guidelines which can be convert- Jan Amos ed, at institutional and national level, Comenius ( I 592-1670), into strategies, policies and action a European writer plans, taking account of all aspects of and humanist culture, such as history, religion and 9 9 Towards the new millenniuman idea gaining ground

custom. In the Declaration which they held since 1974, the session paid par- adopted at the forty-fourth session, ticular attention to the Culture of thedelegatesexpressedMember Peace programme and called on the States' determination to achieve the Organization'ssectors(education, changeover from the twentieth to the science, culture and communication) twenty-first century with force and tointroducethisinterdisciplinary determination in the following terms: approach into their programmes.

Mindful of our responsibility for the education of citizens committed to the promotion of peace, human rights and democracy in accor- THE FUNDAMENTAL CHALLENGES dance with the letter and spirit of the Charter TO ACHIEVING GLOBAL CITIZENSHIP of the United Nations [San Francisco, 1945], the Constitution of UNESCO [London, 1946], The General Conference of mentation of peace, human the Universal Declaration of Human Rights UNESCO, in redefining the rights and democracy [1948] and other relevant instruments such as foundations of the educa- depend; the Convention on the Rights of the Child tional mission, did not hesi- [1989] and the conventions on the rights of no longer only empha- women,and in accordancewiththe tate to raise the essential sizing cognitive learning, Recommendation concerning Education for issues which will have to be butalsoaffectiveand InternationalUnderstanding,Co-operation addressed in order to arrive behavioural learning; and Peace and Education relating to Human atlastatatruly global learning citizenship, based Rights and Fundamental Freedoms, citizenship: on universal values and [...1 Convinced that education should pro- cultivating the values on knowledge to be applied in mote knowledge, values, attitudes and skills which the practical imple- practice. conducive to respect for human rights and to an active commitment to the defense of such rights and to the building of a culture of peace and democracy, UNESCO, celebrating the [.. .1Consequently, we, the Ministers of Education meeting at the 44th session of the fiftiethanniversary ofitsfounda- International Conference on Education, adopt tion (1945-95) at its twenty-eighth thisDeclaration andinvitetheDirector- GeneralConference,renewedits General to present to the General Conference a commitment to its Constitution. That Framework of Action that allows Member solemn gesture should be seen as a States and UNESCO to integrate, within a symbol of 'beginning again', the belief coherent policy, education for peace, human that nothing is ever achieved for good rights and democracy in the perspective of sus- and that a constant effort of spirit and tainable development. energy is needed. The relevance of this principle, whichisrooted inthe Tirelessly pursuing this ob- myths and beliefs of all countries, jective, the UNESCO General should bring together the countless Conference, at its twenty-eighth ses- segments ofmankind, without sion (November 1995), adopted the diminishingtheirindividuality,in Declaration of the ICE's forty-fourth order to achieve the ideal of peace, session and the Integrated Framework which is merely waiting to advance of Action. Taking account of the Rec- across the earth. ommendations of theconferences 10 10 Fora newphilosophy of education

Teaching values for acceptable to all at the political and learning to be philosophical levels, Delors refers to the principal changes that have taken While we witness the triumph of place in the world since Learning to be science and technology, some effects was written, such as the nature and of which tend to reify humanity, we new forms of relations between North have come to a turning point between and South, the emergence of 'several two centuries, when our thoughts Souths', and the growing importance must find inspiration in the ethical of information: 'anything that takes principlesunderlyingtheworld's place in one place [for better or for philosophies:'Thereis,therefore, worse and inallareas] cannot be every reason to place renewed empha- ignored by the remainder of human- sis on the moral and cultural dimen- ity.' The changes which have occurred sionsof education'(Learning:the in the major political blocs, whose treasure within, UNESCO, 1996). As prevailingideologiesinfiltratedthe he introduced the debate at the ICE's whole worldforseveraldecades, forty-fourthsession on the theme have resulted in a 'major ideological `Education for the twenty-first centu- vacuum'.JacquesDelorsoffered ry', Jacques Delorsmore than twenty participants his vision of a new philos- years onrecalled the influence of the ophy of education through what he report of the Commission chaired by referred to as his double faith: 'my Edgar Faure in 1972, Learning to be. faithin education asafactor of At that time, the report focused on the improvement, to varying degrees, in diversity of educational situations in interpersonal relations, relationships rfr the world. Faced with the problem of within societies, relationships between conducting an overall analysis and nations; and my second faith [...] in The right to forwardrecommendations the role of international organizations education: putting a human right SHOULD VIRTUE BE TAUGHT? THE POINT OF VIEW OF LUXEMBOURG Should virtuebe taught? According tobetween a scientific culture 'without which Socrates, there is no need to teach virtue, sincewe would feelinevitably alienated from good is derived directly from a knowledge ofmodern times', and aliterary humanistic truth. Protagoras, on the other hand, believesculture, 'without which we would forfeit the that there is a need to teach virtue (Plato). wisdom of our ancestors'. On this philosophical issue, `Ifthesciencescannotprovide Luxembourg sides with Protagoras. Since theanswers to ethical problems, they have to be school cannot providealltheanswers,sought elsewhere. If ethical values are not Luxembourg advocates devising a new philo-derived from a truth which is recognized by sophy of education which is adapted to theall, as in Christian civilization, then they have specific requirements of our time and whichto be constructed on the basis of a consensus would sacrifice neither society nor the indi-among men who are living henceforth as part vidual. The aim would be to 'train respon-of a global community. All hope of universal sible, useful citizens, but at the same time freeethical valuesistherefore not lost. This and as far as possible happy individuals', totheoretical universality can and must give way offer education which would strike a balanceto practical universality.'

11 11 For a new philosophy of education

`UBUSHINGANTAHE': IN BURUNDI Despite the tragic events that have takenproperly understood and then assimilated place in the country, the educational author-by the population as a whole (at all levels of ities have for years been introducing valueseducation, whether formal or informal), this taken from a deep-seated cultureto whichconcept should in the long run instil and outside contributions are added wherestrengthen national understanding through relevantinto their education system. Thethe peaceful settlement of social and politi- Faculty of Letters and Human Sciences hascal conflicts. The aim of this research is to startedresearchintotheconceptofintroduce the values of Ubushingantahe in Ubushingantahe, which means 'a personeducational programmes, in the first place able to settle differences impartially'. Thethrough the families,in order to create principle therefore incorporates the notionsan environment which is propitious to a of probity, impartiality and justice. If it isculture of peace. to convey into a universal conscience grammes to educate parents, which the most commendable ideas, which include methods of inculcating an will be increasingly oriented towards early sense of democracy in the fam- the understanding of others.' ily.The International Commission The initial teaching of values, on Education for the Twenty-first the initiation to 'peaceful' attitudes, Centuryquiterightlyrecallsthe should logically be the responsibility human dimension of those who have of the family, as the first link between the task of transmitting values, and a young person and society. Owing moreparticularlytheinescapable totheresignation,shortcomings need to upgrade theroleof the orinabilityofparents,however, teacher. which may be ascribed to many Confirmationofeducation's origins (or causes) and situations, the role in development and, for this responsibilityfor education some- purpose,the fundamental mission times rests entirely on the teacher, oftheteacherhavedetermined who, whether disillusioned or mili- the theme of the next session of tant, has to replace the first link in the theInternationalConferenceon chain of the educational process. On Education (1996): 'Strengthening of the other hand, parents never, or very the role of teachers in a changing rarely,replacetheteacher.Some world.' countries have made an effort to `Inthisdisturbed worldin improvethissituationwithpro- which higher values seem to be re-

THE MOST VALUABLE ASSET: IN VIETNAM At the top of thescaleof valuesinaddress, the three ancient aspirations which Vietnamese tradition, man isthe mostunderlieall thinkingnamely happiness, valuable of assets, the measure of all things.prosperity and longevitycan only be For a country with such a vivid experiencepropitious to education for international of conflict, as the delegate recalled in hisunderstanding.

12 12 For a new philosophy of education

the inescapable ceding in both individual and national their attitude towards their origins need to upgrade priorities, there is no doubt that it is and theirfuture, and from their the role of only education that may gradually ability to anticipate. According to the the teacher replace the growing void in spiritual delegates at the forty-fourth session and moral values, and help us to face oftheICE,thesenotions may the new threats and challenges of the be expressed indifferent ways in present as well as of the near future', different cultures, and are part of the according to Ivan Pi lip, Chairman of thought system typical of each. the forty-fourth session. The replies to the IBE's survey of education policies in the area of international understanding and the Culture and thought, work of the five regional meetings and culture of peace precedingtheforty-fourthsession outline specific aspirations and ob- Some of the national reports on the stacleswhichariseindifferent development of education presented culturalareas.TheMinistersof by Member States recall that lifestyles Education, gatheringatthe Con- to some extent resemble identity cards ference, without overlooking the criti- bearingthecharacteristicsof the calaspectofcurrenteconomic, culture concerned and are derived political and social situations, consid- from people's perception of them- ered that one possibility would be to selves and their surroundings, from take greater advantage of individual 13 13 For a new philosophy of education

KOMO AND DOMO: IN MALI

Komo and Domo areinitiationsocietieson the basis of which Mali, calling on its which are responsible for teaching andcultural heritage, can look upon the forth- protecting perennial values, such as courage,coming twenty-first century 'as an era which responsibility, respect, honour, open-mind-willbepropitioustobuildingbridges edness and the understanding of otherbetween the education system (ranging from cultures. The ordeal which every initiate hasbasic to higher education) and endogenous to overcome solely by peaceful means, forexperience with a view to promoting genuine it is always the thinkers instance, serves to perpetuate thisethic,development'. who have actually changed the world cultural heritages. For instance, some countries describe how their morality imposes theobligationto seeka consensus before resorting to open conflict or taking up arms, or the principle of calling truces and obser- ving them; these are 'modes of life' that enshrine practices such as the non-violent resolutionof conflicts and the principle of 'keeping one's word', attitudes which are presumed to be favourable in keeping the peace. Thus, centuries-old and even some- timesthousand-year-oldtraditions advocate values and attitudes which do not appear to have been harmed, at least not irremediably, by the tur- bulence of modern times; such values includehonesty,respectforoth- ers,pacifism, citizenship,sincerity, responsibility, sharing,solidarity, consensus and justice. And yet the resurgence of all kinds of violence and conflictsappearstoindicatethat these values, which exist in the collective memory of peoples, have become increasingly inoperative. One is even tempted to refer to them as passive virtues, when one thinks of the fact, as one delegate pointed out, that since the last world war, which killed over 50 million people between 1939 and 1945, conflicts of all kinds have caused almost 200 other wars.

1 A 14 For a new philosophy of education

BUILDING THE MIND: IN MEXICO

Itis never too early to inculcate positiveChildren gain social awareness through values which preserve a person's humangroup activities, where they take their first qualities. These concepts are introduced insteps in learning to agree and to co-operate early childhood, at the pre-school stage, aswith others. An early initiation to the support for the learning received within theprinciples of tolerance, understanding and family unit. In the course of game activity,respect for others and shared activities will infants learn autonomy, to perceive theirhelp to prepare fertile ground, on which physical and mental identity, and theirfuture students will be able to plant the relation with nature and the elements.seeds of peace.

The threats and obstacles to marks, encourages states of mind and world peace do not arise only from behaviours that are opposed to any The right to armed conflicts. The tendency to efforts undertaken inthe area of education: depreciate the human person, partly education forinternationalunder- a human right due to excessiveindividualism, standing. The participantsatthe producesmentalitiesleadingto forty-fourthsessionexpressedthe modern forms of slavery, such as for- same acute awareness of the urgent ced labour,forcedprostitution, need to teach the sort of values and trafficking in human beings, child attitudes that can give human rights labour or the recruitment of children their universal dimension. in armed conflicts.' This erosion of TheConferenceemphasized values, aggravated by a loss of bench the perennial nature of values and the

THE EARTH SCIENCES, AN OVERALL PERSPECTIVE: IN INDIA

In secondary school, young people attendbiological and psychological development natural science courses, where the sciencesprocess, are therefore concerned in the same are presented as a discipline which pro-way by the changes occurring in the world. gresses through an exchange of knowledgeThis holistic approach isdeep-rooted in and experiments between researchers in allIndian lifestyles, according to which individ- countries and which is a true part of inter-uals are never dissociated from either their national co-operation and understanding.immediate or their distant environment. The The courses show young schoolchildren thatcourses describe the earth, whose resources all human beings belong to the same species;are not unlimited, as a whole incorporating they are taught that all people, regardlessall forms of life,including human life. of colour or race, have the same biologicalScience and thought come together, as the make-up, atalllevels,even molecularyoung people are taught that man cannot (genetic grouping, blood groups, etc.). Allchange the laws of nature without affecting human beings, who are subject to the samehis own ability to survive. 15 15 For a new philosophy of education

VALUES, RATIONALITY AND EDUCATION: IN CAMEROON

The National Centre for Education infrom the efforts to develop and build a Yaounde refers to a study made on thenation where citizens live in harmony. He theme 'Values, rationality and education insuggests that the education system should present-day society'. The aim of the study isbe reconsidered in the light of atriple toconsidertherelationsinmodernobjective, training to live, training to partici- Cameroonian society between traditionalpate and training to act. This national goal, values and the rational requirements impliedwhich requires substantial material and in theory by all societies' desire for modern-humanresources,shouldprovidethe ity. The study notes that the absence offoundation of a reform of the education ethicalstandardsin thebeliefsandsystem. Only if this goal is achieved can an immediate concerns of individuals leads tointernationally oriented education be added irrational behaviour, which gravely detractsas well. need for thought to recover its full the influence of thinkers, who can importance. The solutions invoked help forge a universal culture of peace. included ethics, morality, civic duty, This search for meaning, which conscience, humanism and philoso- runs through the IBE's survey, reposi- phy and, finally, resorting to thinkers: tions man, the measure of all things, attheheartoftheeducational We sometimes forget all those people whose dynamic, and with this return to creative capacity became a turning-point for humanism, education for all emerges their countries: the writers, artists and philoso- as a priority. Some countries decided a phers. In retrospective, we see that it is always The right to the thinkers who have actually changed the while agoand others are now taking education: world. the necessary measuresto introduce a human right more justiceintheirsocietiesby These words of Federico Mayor add providing free education, free school further emphasis to the call to restore materials and textbooks, and contin-

A POSITIVE IMAGE OF THE SELF: IN TRINIDAD AND TOBAGO

Trinidad and Tobago, like most countrieseducation. The objective, for the period in the Caribbean, is a multi-ethnic society.1993-2003, is to place the emphasis on the The country favours the harmonious devel-self-fulfilment of the individual at all levels opment of all its cultures and interculturalof his/her developmentspiritual, intel- understanding. The guidelines of the coun-lectual, creative, emotional and socialby try's education policy, which take theirencouraging a person to learn attitudes and inspiration from the principles of the 1974acquire abilities which will generate a posi- Recommendation, advocating the holistictive image of the self, confidence in one's development of the individual and of societyown creative abilities and, hence, the wish to as a whole, amount to a real philosophy ofshare them with others.

1 6 16 For a new philosophy of education

FOR A NEW PHILOSOPHY OF EDUCATION: IN NORWAY The end of the century is witnessing alie at the basis of all change, all innovation renewed belief in the power of educationand all prosperity in society. The country for the development of the individual andis meeting the educational challenges of society.Fullyendorsingtheviewofthe twenty-first century by introducing UNESCO's Director-General that'itis soundeducationpoliciesaimedat always the thinkers who have actuallyacquiring a store of knowledge and talent. changed the world', Norway has opted forThe improvement of education has beco- a new philosophy of education, wherebyme the focus of the country's political education and knowledge are considered toagenda. to introduce positive ancestral values, attitudes and uous in-servicetraining. Elsewhere, Insofar as it remains attached to practices in the efforts are being made to introduce positive moral values,this outlook content of curricula positive ancestral values, attitudes and could give rise to a universal ethic, and textbooks, practices in the content of curricula which teachers could then use as a as a means of and textbooks, as a means of incul- lever in the area of education for inter- inculcating cating knowledge beyond mere aca- national understanding, transcending knowledge beyond demic facts, such as learning to be and without difficulty the specific charac- mere academic facts learning to participate. ter of national education systems.

17 17 A world that is many and one: the other's viewpoint

The cultural dimension of education

Broadly speaking, the replies to the 0 0 I IBE's survey call for a recognition of thespecific nature of different cultures. In the field of education, universal concepts are not always applicable everywhere and inthe same way. The countries point out that an effective strategy must be able to learn from the lessons of the past, either distant or recent, and to take Ag_ into consideration as many of the existing socio-cultural parameters as possible. Present-day societies, owing to the mobility of individuals and groups, are increasingly characterized by a great diversity of micro-cultures. Some studies show that enhancing these cultures is a way of instilling coherence into the education system and of strengthening national bonds. The survey sheds a new light on cul- I- tural differences, in the sense that these are not seen as hermetic divi- sions preventing the peoples of the world from communicating, but, on the contrary, as expressing the wealth of diversity:

We have forgotten the cultural dimension of personal and collective development. Instead of believing that wealth lay in ' diversity, we imagined that it was unifor- mity which, at least in economic terms, ought to prevail, forgetting that difference is wealthas long as it unites us (Federico Mayor, The UNESCO Courier, February 1996). The reforms which have been under- There isa noticeable tendency to takenineducationsystemssince stress the link which must be es- the 1974 Recommendation, and the tablished between the universal and originality of the approaches and the local dimension, and that between interactivemethodsemployedto the common good and the individual. achieve their objectives, are the reflec-

1 Q 18 A world that is many and one: the other's viewpoint

IMAGES AND RESEARCH: IN BELARUS

The Minsk Instituteof Educationforwhite' image of the world and to divide Foreign Language has undertaken researchpeople and nations into 'good' and `bad'; to identify the psychological and socialand a tendency to idealize one's own be- obstacles to pupils acquiring an appropriatehaviour and reject the positive elements in perception of the world and internationalother people's. The aim of the Minsk understanding. Among the many psycho-Institute's research is to train future teachers logical obstacles, researchers have found ato inculcate in pupils the spirit of peace and tendency to evolve a simplified, 'black-and-co-operation.

tions of a multi-faceted mirror: the democracy further through education cultures of a multiple world. Several wherever it still meets with obstacles. countries have pointed out that the Some delegates referred to the specific aims of education for international difficultiesencountered bytheir The right to understanding must berealisticif countries in the transition from totali- education: they are to achieve its objectives of tarian regimes to a pluralist society. a human right defining clear guidelines for teachers It was also pointed out that demo- and encouraging the evaluation ofcratic values can take on different results. formsinpractice.Initsreport, In countries which have been theInternationalCommission on undergoing upheavals in their politi- Education for the Twenty-first cal systems, the 'accelerated' changes Century,endorsingtheviewsof in structures have not yet had time to UNESCO's World Commission on impregnatetheculturalfabricin Cultureand Development,raised depth. This delay can produce a state some questions regarding a world of uncertainty which is conducive to which is both many and one: conflictsof differentkinds.Itis not easy to promote the cultures of How can we learn to live together in the different peoples within the same `global village' if we cannot manage to live country while opposing the nation- together in the communities to which we naturally belongthe nation, the region, alistic ideologies conveyed by xeno- the city, the village, the neighbourhood? phobic movements. Thiskindof Do we want to make a contribution to problem again illustrates the fact that public life and can we do so? The will internalizing systems of values and to participate,it should be remembered, knowledge on which to build a cul- must come from each person's sense of ture of peace is a complex process, responsibility; but whereas democracy has which must be based on practice and conquered new territory in lands formerly living experience. in the grip of totalitarianism and despotic rule,itis showing signs of languishing With regard to democracy, the in countries which have had democratic ministers of education attending the institutions for many decades, as if there forty-fourth session all agreed on the were a constant need for new beginnings need to strengthen the gains already and as if everything has to be renewed or made in this respect and to spread reinvented (Delors et al.). 19 19 A world that is many and one: the other's viewpoint

The media and or terms. The importance of the the promotion media nowadays in our daily lives and of peace especiallytheirinfluenceonthe management of international affairs At the round-table on 'The media and alsoraisesthequestionoftheir internationalunderstanding:infor- responsibilityinpromotinginter- ming ourselves in order to understand nationalunderstanding.This was (ourselves) better', attended by educa- alsooneofthefactorswhich tors and journalists, the participants theInternationalCommission on raised the issue of the role and re- Education for theTwenty-first sponsibility of the media in education Century and the World Commission for international understanding: 'Are on Culture and Development both the media a unifying mortar on the took into account. In the discussion, social level? Are they the most appro- the journalists described the pressures priate means for inculcating values? to which they were sometimes sub- If this is the case, what can be said jected (such as restrictions on the free about their social responsibility?' The circulation of information, censorship educators present called for more or violence) and which constitute ethics in journalism. In this respect, both a denial of freedom of expres- training to inform oneself through the sion and a denial of the right to be media could be a means of broad- informed. 4, ening attitudes which may be narrow- In a world where the new tech- ed by the influence of certain images nologies manage to reconcile the real

IMAGE OF THE SELFIMAGE OF THE OTHER: The right to IN AUSTRIA AND IN HUNGARY education: a human right The underlying idea of the bilateral projectended with a filmed discussion on the for a film with the significant title: 'Image ofwork produced in Vienna by the young the selfimage of the other', was to investi-Hungarians. In phase two, video correspon- gate the image which each country makes ofdence was exchanged, and both groups were itself and of others, from the viewpoint ofable to criticize, analyse, correct or revise children and young people. The images,their partners' viewpoint in the light of their opinions and prejudices portrayed in the filmown self-image. The themes suggested by the were identified by the young people and thenyoung people ranged from the artistic and discussed. The project was carried out in twocultural (architecture, music and dancing), to phases. The youngsters selected items fromlandscapes,business(e.g.second-hand their own personal experience, collecting orarticles, luxury goods), town traffic (road- making up documents, objects, drawings,way design, the way to school), housing, stories, personal experiences, reports fromthe world of work, etc. Different forms of the media, etc. These comments and docu-presentation, such as the filming of authentic ments were then used as the raw materialsscenes and situations, interviews, games, for two films, in which the young Austriansvideo extracts and television programmes, and young Hungarians, acting both aswere used to complete the second phase. The performers and co-producers, each gave theirfilm produced will then be used in teaching views of the other country. The first phaseand teacher training.

2f1 20 A world that is many and one: the other's viewpoint

century. Some delegates urged journalists to stimulate communication betweenindividualsandamong peoples, and pointed out that, in Nr11407"-- ordertoachieveabalance,the sources of information had to be diversified and it had to be accepted that one could look with different eyes at any phenomenon or event, situation or story, and at other cultures coming from elsewhere.

Aggressive characters in literature, films and games

Information and communication are not the only sectors concerned by ethics. In connection with the promo- tionofpeace,ministersdrew attention to the fact that fiction films, cartoons, comic strips and works ofliteraturesometimescontained aggressivecharacters,whobran- dished weapons of a new age, capable of exterminating the whole of humanity atthe push of a button. Armed, sometimes and virtual, there must be affinities Warlike toys and games are equally to to the teeth, with between the technical and the ethical. blame in this respect. Armed, some- realistic Stereotypes, we find, induce univocal timestotheteeth,withrealistic reproductions of perception and reductive interpreta- reproductions of weapons of war, or weapons of war tions, which produce distortions in promoted pilot for a day of an inter- the mental representation of values by galactic spaceship which is capable of individuals or peoples. From one cul- annihilating planets by the dozen, ture to another, as one participant children sitting before a video screen, pointed out, opinions, insofar as they whose sense of perception is in full reproduceclichés, may be condi- development, may be surreptitiously tioned or predisposed to developing a initiated to hatred and a wish to spirit of intolerance. For some minis- destroy others. They are the most tersofeducation,theclearest vulnerable targets, since more often expression of the rejection of others is than not they reproduce first what the growth of xenophobia, exclusion they see and what they hear. There is and, more cruelly still, the massacres thus a danger, as one minister re- which have bereaved the end of this called, that the younger generations 21 21 A world that is many and one: the other's viewpoint

may be prepared to accept the fatality of violence as the one and only way of resolving conflicts. Faced with this problem, some countries have begun to react. Some delegates reported that an education-for-peace day had been held in their countries in recent years, at which there was a symbolic destruc- tionofwarliketoys.Inother countries, itis forbidden to display such toys in shop windows. Quite recently, new electronic chips have 4 been developed which candetect scenes of violence in television programmes. According to one delegate, this new product, which is currently being experimented in Canada, can reducetheconsumptionofsuch scenes by young children. The responsibility of adults who either purchased such toys or allowed children to watch television without any control was again called into question. In the Declaration they adopted at the forty- fourthsession,theministersof education undertook to give priority to children who were exposed to these real or fictional war scenes: 'We are determined to increase our efforts to give a major priority to children and or more recently the Internet net- History, perceived young people who are particularly work) are being used for the exchange as the mirror and vulnerable to incitements to intole- and transfer of knowledge. guardian of rance, racism and xenophobia.' memory, embodies Some countries have already The other's viewpoint cultural referents taken action and make use of films, in history books and art to circulate material which can combat prejudice. Others textbooks have launched research programmes with a view to identifying psycho- Theeffectofhistory books and logical and social obstacles exerting textbooks on mentalities is even more a negative influence on the perception subtle and pernicious. History, per- of the world and hampering the ceived as the mirror and guardian of construction of a global society. In memory,embodiesculturalref- several regionsitisreported that erents.Its content istherefore, by new technologies (such as television definition, likely to induce an opinion

A 22 A world that is many and one: the other's viewpoint

HISTORY SEEN FROM THE SOUTH: UGANDA'S POINT OF VIEW

Real goals, such as the promotion ofpoverty, to the detriment of a proper tolerance, consensus-building, or respect forappreciation of thecultural wealth of human rights as a prelude to democracy,peoples living in that part of the world. As have in practice been almost totally ne-far as international understanding is con- glected in most countries of the South. Thecerned, 'the only concern of those countries challenges which these peoples should havewas supposed to be fighting other people's met have at times been granted a subsidiarywars'. While expressing this opinion of the ranking in decision-making and the allo-views long held of the South and, implicitly, cationof resources. Owing tolimitedof the way the South might have seen itself, attitudes, these countries have been seenthe delegate of Uganda expressed the wish overwhelmingly through the rhetoric of theirthat such attitudes might be changed by the ideological dependence on the major geo-new education for international under- political areas, combined with an image ofstanding and peace.

on differences, which can be either Research has been started, in con- objective and peaceful or subjective junctionwith highereducation and aggressive. It may be worth recal- establishments and specialized non- ling that the first World Conference governmental organizations, to on the Teaching of History was held identify the referents, images, terms in The Hague in 1932, with the aim of and illustrations in history textbooks `encouraging discussion on the idea of which are conducive to the devel- closer contact and better understan- opment of prejudice and suggest a ding among peoples'. negative representation of particular Some history textbooks all too individuals or groups. History pro- often convey a negative image of 'the grammesarebeingrestructured, foreigner', predisposing students to placing more emphasis on comple- perceive him/her as a 'natural enemy'. mentarity. Courses about the history The 1974 Recommendation, which of humankindarestartedmuch the ministers of education once again earlier on in the curricula, simulta- endorse, clearly stipulates the need to neously with national histories. revise school textbooks: `We should disarm history', Federico Mayor urges, and he adds: MemberStatesshouldencouragewider exchanges of textbooks, especially history and `There are too many battles in history, geography textbooks, and should, where too much power, generals and sol- appropriate, take measures, by concluding if diers. We must therefore provide our possible bilateral and multilateral agreements, children and peoples with a different for the reciprocal study and revision of text- vision of history.' For countries which books and other educational materials in have begun to revise history text- order to ensure that they are accurate, balan- ced, up to date and unprejudiced and will books, the aim is to bring up to date enhance mutual knowledge and understanding the contribution of all peoples to the between different peoples.4 development of humankind and their 23 L3 A world that is many and one: the other's viewpoint

DIVERSITY IN UNITY: IN AUSTRIA An effort is currently being made to write treatment of minorities, anti-Semitism; and publish texts studying the historical ecology, nature, territory, landscape; and cultural parallels and differences in the secularization, religion, popular beliefs; development of Czechoslovakia (now the pathos, passion, heroism, war (armed Czech Republic and Slovakia), Austria and forces), death; Hungary. Teachers and teacher trainers are forms of socialization, education sys- to be supplied with teaching material, in a tems, methods of upbringing; practical and accessible form, containing crime, prison systems; new information concerning the historic literary and artisticculture andits changes which occurred in that part of significance: music, theatre,literature, Europe. Through co-ordinated extracts, the fine arts; similarities, differences and diversity of sport, popular culture, the process of development of the three nations are shown transnational communication; comparatively, thus filling in the gaps in the cleanliness,health,civilization,the cultural exchanges between these countries: domestication of violence; the development of myths, legends or political culture: political systems, par- origins, genealogy, national cults; ties, groups, clubs; business and politics. participationinthat development, between two eras to be marked: the and to identify the culturalinter- era of dominations and that of cre- actions which have resulted and result ative interdependence, and it will give from exchanges between them. If this expression to the truth that: 'It is in universal history can ever be final- the minds of men that the defences of ized, it will enable a turning point peace must be constructed.'

`We should disarm history [...] there are too many battles in history, too much power, generals and soldiers'

24 24 Development and aculture of peace

The nature of education stacle for peace. There are clear signs versus the challenge that violenceisslowly but surely of globalization eroding the fragile gains achieved in termsofunderstandingbetween Reminding the participants of the peoples; the major ills of our time are forty-fourth session of the ICE of rooted in segregation (ethnic,cul- UNESCO's mission, Federico Mayor tural,religious,linguistic,social, emphasized the urgent need for 'the sexist, etc.) and economic inequali- intellectual and moral solidarity of ties. The current trend towards a mankind' and access to education for `global economy' is not new; it is the all, everywhere in the world. The third stage of a process that began democratization of education should with the internationalization of eco- not be restricted merely to universal nomies following the expansion of access to learning, but should also be exports, and continued with their reflected in the content of education, transnationalization and the increase whichshouldtransmituniversal in foreign production and investment values at all stages of the learning sites.The round-table discussions on process. He also drew attention to `Economic globalization and educa- economic and social development as a tional policies' showed that the very precondition for the construction of a nature of education was challenged, real culture of peace, and recalled the to the extent that it was often pres- terms of article one of the Universal ented in economic terms, while the Declaration of Human Rights: human and cultural dimensions of the educational process became obscured. All human beings are born free and equal Education International (EI), a non- in dignity and rights. They are endowed governmental organization, did not with reason and conscience and should lose sight of the essential nature of act towards one another inaspirit of education: brotherhood. Investment in educationnot just narrow, The Conference described the features production-oriented training, but education in its broader sense, education which is the of the new political, economic, social subject of this Conference, the education of and cultural situation which it con- thefounderofthisConference,Jean sidered to constitute a general ob- Piagetis an investment not only in the

EQUAL CHANCES: FRANCE'S VIEW

A nation is not only a group of citizensrespects the other's difference, offers an holding individual rights. It also constitutesopportunity for real universality based on a shared destiny, an ideal which is foundedmutual recognition and respect for people. in the first place in the school, the ideal placeThis sort of difference is quite the opposite for education and integration, where youngtoexclusion, andfar from producing people learn to live together and respectinequality, it will encourage us to fight for each other. Our difference, provided that itequal chances for all children.

25 25 Development and a culture of peace

the noticeable effects of the economic situation of parents on the quality of family life and on the education of the child

4 .4i

economic development of eachsociety, family life and on the education of the worthy as that objective might be, but in its very survival. child. More and more childrennowa- days live in family units whichare deeplyupset and where different Another issue which was much de- formsofviolenceoftenprevail; batedatthesessionwasthe whether the violence be moral, af- noticeable effects of the economic fective or physical, personalor col- situation of parents on the quality of lective,the inescapable factisthe 26 26 Development and a culture of peace

EQUAL CHANCES: THE AFRICAN VIEW

Several African delegates expressed the sameyears had been cutting back onpublic concerns regarding education in their coun-expenditure budgets, had obviously been tries. They said that the implementation ofaffecting the education sector. Factors, such education for peace, human rights andas unfavourable terms of trade,the debt democracy faced many constraints. Theburden and the devaluation of their cur- most striking of these was undoubtedlyrency, had made the limitation andreduc- poverty, which was spreading and in sometion of their countries' basic resources places worsening, and for which the Africanempirical, with significant repercussions on countries had no ready solution. Thethe rate of school attendance and the educa- structural adjustment programme, which fortion system as a whole.

violence itself. Injuries, such as hu- The right to education, miliation, a feeling of abandonment, a human right orthelossof corporalintegrity through physical ill-treatment, constitute serious attacks on the rights of Among those excluded from educa- the person. Violence tends to be aggra- tion, considering that professional vated in periods of upheaval and its requirementsincreasinglyinclude areas of choice may be said tolie in a both general culture and specialized succession of concentric circles, star- skills, a person suffering from ill- ting with the family and extending iteracy, or even functional illiteracy, outwards to the school, the neigh- will inevitably be more exposed to bourhood, the town, the country and the effects of recession in the job the world itself. Being both individual market. Joblessness and its corollary, and collective, itis awesomely uni- the lack of income, sooner or later versal in itseffects. Economic and initiate the chain of social exclusion; social inequalities, especially at a time first the loss of independence and loss when peoples are stressing their cul- of dignity, and later non-participa- turalindividuality,favour violence tion in communal progress. How can and arelikelyto engender rising individuals who have been excluded tension both withinsocietiesand from society, and relieved of their between them. The World Summit on rights, responsibilities and dignity, Development, organized by the United have a conscience and a commitment NationsinCopenhagen in1994, to a principle of which they are a referred specifically to this link bet- livingdenial? How can theybe ween education, progress, peaceand persuaded to act as a fully fledged the maintenance of peace. Educating citizen, for instance, by taking part in children when they are still young to democratic elections, when in fact resolve conflicts without violence is they have become a fully excluded one objective whichseveral ministers citizen and the living expression of a of education are determined to intro- contradictioninthatdemocracy? duce in educational programmes. Being left out of the res publica or 27 27 Development and a culture of peace

EQUAL CHANCES: ISRAEL'S POINT OF VIEW

Since computers and technical equipmentpriority above all others and are increasing have become part of the classroom andtheir educational budgets by delving into school laboratory, the cost of educationother resourcesespecially their armament has continued torise. The gap betweenbudgetsneed support and deserve every the 'haves' and the 'have nots', betweenkind of backing by the industrialized world. therich,industrialized world and theUndoubtedly, education is a great equalizer, developing countries islikely to increaseaccording to the Israeli delegate, not only and to aggravate the vicious circle of pov-between nations but in the first place within erty-ignorance-poverty. For this reason, onesocieties, since at the same time as teachers of the most obvious ideas which shouldchange the mentality of their students, come to mind is that the developing coun-they also change that of the society in which tries, which place education asa topthey live. commonweal, by what wave of a tion at the forty-fourth session of the magic wand can they be persuaded ICE, is still a development priority in virtuously to accept differences when many countries. Clearly educating for it is on account of their own differ- peace, human rights, democracy and ence that they are in danger of being fundamental freedoms presupposes a crushed by the economic juggernaut? political will, backed up by the com- Some parts of the IBE survey mitment and responsibilityofall dwell on the eradication of illiteracy, players in society, and remains strong- as so fervently promoted in 1990 at ly dependent on the degree of access the Jomtien Conference on Education to basic education and on its quality, for All. The Declaration issued by as well as on the human and material that Conference, which was referred resources allocated to the task, in to by some of the ministers of educa- terms of continuous teacher training,

EQUAL CHANCES: FINLAND'S POINT OF VIEW

Very often, especially in the industrializedwider than that between the rich and the countries, the emphasis has been placed onpoor. This is why the power struggle hence- the acquisition of knowledge as a factorforth is likely to centre increasingly on the of production. On the other hand, less at-distribution of knowledge and who has tention has been given to the fact that theaccess to that knowledge. Soon the acqui- information society has made substantialsition of knowledge inallstructures of changes in the prevailing division of power.society will have to be looked upon as the Knowledge is the most democratic and evencentral, long-term objectivein the fight the most variable source of power for allagainst poverty in the world; it might be said citizens. And yet the gap between the poorlythat 'education provides the weapons to educated and the well educated is muchdefend the future'. 28 Development and a culture of peace

the publication and distribution of All peoples and human beings, without distinction as to race, colour, sex, language, teaching material,the creation of religion, nationality, ethnic origin, family or areas suitable for education for peace, social status, or political or other con- and the dissemination and promotion viction, shall have the right to live in dignity of human rights in their entirety. and freedom and to enjoy the fruits of social The ministers of education had progress and should, on their part, con- no doubts regarding the importance tribute to it. of access to knowledge and reaf- firmed that education for all, the right Sincethattime,however,asthe to development, freedom of expres- delegates from many regionsob- sion, movement and informationall served, poverty, illiteracy, nationalism these humanrightsprecedeand and other 'isms', through their joint underlie the objectives of education interaction, have proved a consid- for international understanding, erableobstacletounderstanding peace, human rights and democracy. between communities. They warned Making these rights part of normal about the growing gap between rich society,with no exclusions,asa and poor nations, a disparity no lon- means of diminishing differences and ger on a microcosmic scale, i.e. that of inequalities and halting the advance a society, but worldwide. While one of intolerance is a goal to which edu- delegate referred to the burden placed cation must contribute. by indebtedness on budgets, which TheDeclarationonSocial affected education in the first place, ProgressandDevelopment,pro- anotherdelegatesuggestedthat claimed by the United Nations in resources should be transferred from 1969,alreadystipulatedinits armament budgets to the educational Article 1 that: sector.

EDUCATION FOR ALL: THAILAND'S POINT OF VIEW

Thailand,whichhostedtheWorldReferring more specifically to article 10 of Conference on Education for All in Jomtienthe Jomtien Declaration, the Thai dele- in 1990, reiterated its profound convictiongate said that unifying all basic education that education was the key to development.requirements had become a human, com- Its commitment is reflected in its policy ofmon and universal responsibility. implementingbasiceducationforall.

29 29 From rhetoric to practice foranapplied peace

Obstacles and education for mutual understanding hindrances to peace and tolerance. The obstacles to education for James Grant, Director-General of peace, human rights and democracy UNICEF, reminded participants at arealsorootedinepistemology, theforty-fourthsessionofthe thehandlingofconceptssuch International Conference on Educa- as 'internationalunderstanding', tion, with the same conviction that `international co-operation', or he had expressed throughout his `internationalpeace'.Ninety per career in the service of the children cent of the replies to the IBE survey of the world, that still today about stresstheneedtonurturethe a fifth of the world's population seeds of peace first of all internally, over a billion peopleare illiterate; thatis,atthelocallevel.The of whom two-thirds are women. difficulty of putting the theory of About 130 million school-age chil- education for international under- dren are not in school, of whom standing intopracticeisfrankly again two-thirds are girls.In the recognized and expressed. While light of those facts, literacy for all the concept of peace is no longer andschoolingforthegreatest interpreted as a mere absence of number of children possible should conflict or war, the remaining dif- be the first priority when it comes to ficulty is being able to implement in

THE YEAR 2000, A FRAMEWORK FOR LEARNING: IN CANADA

The reform of the education system inprogrammes. One of the most significant of British Columbia has introduced substantialthese was to initiate a human rights policy changes in the Ministry of Education's poli-supported by the development of new cies and goals. A new philosophy is con-teaching material. The latest program- tained in the plan: 'The year 2000, a frame-mes emphasize the promotion of multi- work for learning'.Initially, a secondaryculturalism and antiracism, fairness accor- school survey in 1990 showed that 92 perding to the principle of gender equality, and cent of students considered that the schoolthe right to education of indigenous peoples. should provide instruction in social respon-Other objectivesinthe area of social sibilities, tolerance and respect for others;sciences, more concerned with university half of them thought that the school wasstudies, have also been added. Act 12, the able to teach such subjects; 70 per centCurriculum, deals with the Canadian charter expressed the view that school programmesof rights and liberties and other human should include subjects such as the environ-rights instruments. The Ministry and the ment, particularly with regard to deforest-Councilfor Human RightsofBritish ation, industrial waste treatment and globalColumbia have established units of values warming. In the light of the results of thisin the social sciences and courses of law important survey of learners, the ministrylinking theory and practical exercises based introducedsubstantialchangesinitson case studies.

30 30 From rhetoric to practice for an applied peace

.1111 IOW

It is up to the teacher practice what is more akin to an Continuous teacher training to pass on to the pupilinspiration, an ideal,or the fine what mankind has rhetoric which has been heard for AccordingtotheInternational learned about itself solong: 'How can international Commission on Education for the and about nature, peace be achieved through educa- Twenty-first Century, all the great and everything of tion, at all levels?' The first solution classical thinkers who have consid- importance it has tothisproblemliesinteacher ered the problem of education have created or invented training and the production of tea- said it again and again: It is up to the chingmaterials.Otherareasin teacher to pass on to the pupil what addition to schools, however, should mankind has learned about itself and be opened up to education for peace, about nature,and everythingof through the early learning of human importance it has created or inven- rights and democratic values. ted. Moving away from the world of 31 31 From rhetoric to practice for an applied peace

philosophy, replies to the IBE survey experimenting with other methods. point out that the public authorities When they come back to their classes, are aware of the fact that such educa- their lecture rooms, their laboratories tionisstrongly dependent on the and their workshops, they will be quality and abilities of those respon- ready to apply what often seemed sibleforinculcatingvalues.The to thembefore they receivethis subject matteristhere, but how trainingaspurefantasy.More should it be transmitted, and how attention is being given to training should it be taught so that the know- teachersineducation for human ledgeistrulyacquired?Training rights,so that, with the help of centres specialized in education for appropriate teaching methods, lear- human rights have developed specific ners can develop a thirst for learning teaching methods, and educators are and a taste for acquiring knowledge.

TEACHER TRAINING: IN SWITZERLAND

The needtopromote educationfornational meeting on teachertraining. human rights and peace by new pedagogicParticipants come from all over the world. meanshasbeenaconcernoftheThey normally teach in primary, secondary World Association for the School as anand vocational schools and include spe- Instrument of Peace (EIP) since its foun-cialized educators, cultural organizers, dation in 1967. One great innovation, insocial workers and university staff. The 1978, was to produce a simplified versionsessions touch on all sectors of formal edu- of the full text of the Universal Declarationcation, and take two forms: round-tables of Human Rights, which was carried outon specific themes, which provide an by a mixed team from the University ofopportunity to exchange information on Geneva,includingeducators,psycho-the contents and methods applied in dif- logists, linguists and lawyers. Making theferent countries and provide material for Declaration accessible to all, however, wasdiscussions on trends in education and not sufficient to anchor itsprinciplesmajor social issues; and teaching work- firmly. As teacher training was one of itsshops (in three language sections, English, priorities,in 1983 the EIP set up theFrench and Spanish), which introduce International Training Centrefortheparticipants to the terminology of inter- Teaching of Human Rights and Peacenational legal instruments, and develop (CIFEDHOP) in 'Geneve internationale'and implement active teaching methods, (socalled becausein 1920ithostedeach in relation toa particular socio- the headquarters of the United Nations'culturalenvironment. The Centre's predecessor, the League of Nations, andteaching team, whichis made up of has hosted many other organizations sinceinstructors and researchers specializing in then). education for human rights and peace, is Every year sinceitsfoundation,multicultural, which facilitates the exchan- CIFEDHOP, with the support of the Swissge of knowledge between its members. authorities, the United Nations Centre forAfter the sessions, educators are often Human Rights, UNESCO and the Councilstimulated by the positive results obtained of Europe, and in conjunction with tradeduring the activities to set up networks for unions and NGOs, has organized an inter-the exchange of experience.

32 32 From rhetoric to practice for an applied peace

REGIONAL TRAINING SESSIONS: IN GUINEA, TOGO AND NIGER

The ministries of education of Guinea,member States adopted in 1981. Aware Togo and Niger have asked CIFEDHOPthat recognizing an individual's rights and (see page 31) to organize a training sessionresponsibilities is not enough, the educa- in their countries. It may be rememberedtion authorities of the three countries had a thattheRecommendations ofthenumber of teachers trained so that these International Congress on Humancould pass on training in human rights and Rights Teaching, Information andpeace. Apart from learning the terms and Documentation, organized by UNESCO inconcepts contained inthe main inter- Malta in 1987, emphasized that Membernational treaties on human rights, the States had a duty to educate their citizensregional meetings adopted a comparative in human rights and to teach the latter atapproach to studying the universal system all academic levels, on an equal footingand the regional systems. So far, almost with other disciplines. The same intention700 teachers have received training combi- isexpressed in the African Charter ofning pedagogy and international law. Human and Peoples' Rights' which OAU

Initial democracy Allowing the students themselves to in schools establishlocalrulesplaces them directly before their responsibilities and gives them a feeling of being Institutionalmeasures have been really involved in the problems of taken. More and more, the ministers their class (and their school), insofar are leaving to the localauthorities as they take an active part inthe pro- (municipalities)andtheireduca- ceedings.It has been found that tional establishments the responsi- students tend to comply with and bility of defining and planning the respect rules which they have them- ways and means ofimplementing selves planned, discussed and nationalobjectives.Teachersare formulated. Such experiments create being given increased freedom of self-discipline, self-management and action in the exercise of their duties. a respect for the common good.The One effect of the greater autonomy is shadow of the repressive teacher to make the school system more recedes as a result, opening the way democratic. Under the new system, to more independence for the stu- the sense of trust and the sharing of dents,stimulating them intheir responsibilities (while ensuring that quest for cognitive,affective and collectiveresponsibilitydoesnot behavioural knowledge. detract from personal responsibility) Some countries report that the aretransformingformaleduca- resultsachieved sofar are quite tion into a laboratory for peace. conclusive: learning in all disciplines `Democratizing the school' and 'the takes place in a climate based on the classroom' are terms which recur exercise of responsibilities and res- again and again in the IBE survey. pect for the rights of all. As these 33 33 From rhetoric to practice for an applied peace

DISCOVERING THE RIGHTS OF THE CHILD: IN BELGIUM In its reply to the IBE, Belgium reports onthe Rights of the Child.' This file, which is the experiment of the teaching team of themade up of five parts so as to allow teachers Belgian section of the World Association forto take children through the various steps the School as an Instrument of Peace: theunhurriedly, can be used with pre-school productionofastripcartoon andachildren and in primary and secondary teaching file, Discovering the Convention onschools. schoolrulesdependmainlyon of rules for the classroom or the consensus, they can be readjusted school (subject to compatibility with and provide the students with good the outside world), discussions about training in democracy. The exercise problems that arise, mediation in the is extended in practice to the elec- case of open conflicts and anticipa- tion of governing bodies among the tion of possible future conflictsall students. This initial form of demo- these features of incipient democracy Election of a cracy, with elections, the preparation prepare students through practice for school council

34 34 From rhetoric to practice for an applied peace

STUDENT GOVERNMENTS: IN COSTA RICA

Each year, the schools in Costa Rica elect ateach children how one of the tools of government of students. The procedure isdemocracy works: expressing the voice of similar to that of national elections, withthe majority and ensuring a fair represen- the appointment of an electoral tribunal,tation of all opinions. debates, secret ballots, etc. The aim is to

the exercise of a more complex form and edit the film, are all ways of edu- of democracy awaiting them when cating young people for democracy. they leave the school system. Some They learn to decode information teachers say that they feel more received in bulk and then to express it available mentally to teach when for the benefit of others in terms they are partly relieved of the burden which are in conformity with the of having to impose discipline, and humanisticprinciplesofhuman they say it helps them to establish rights. For the teachers, such ac- bettercommunication withtheir tivities can shed light on the inter- students. dependence of different events and sometimescriticalsituations,and provide a means of apprehending a Educating to be world which mustbeseenno informed and to inform longer as fragmented but as a whole withcountlesscomponents.The For the young and for the old, for Integrated Framework of Action, in children as well as for adults, at its section on 'Co-ordination between schooloratwork,information the education sector and other agents plays an important role. With the ofsocialization',highlightsthe enormous quantity of information importance of training teachers to made available by the new technolo- preparestudentsforthecritical gies, knowing how to discriminate, analysis and use of the media, and to analyse and evaluate beyond the develop their ability to profit from passing circumstance can no longer the media by a selective choice of be takenforgranted.Educating programmes, 'avoiding programmes people to be informed and to make and other products that incite hatred, up their own opinions in order to violence, cruelty and disrespect for achieve a state of well-thinking and human dignity'.' well-being should be started as soon as possible. Experiments infounding and managing newspapers, areal Teaching materials, school press, along similar lines to tools for peace the rules referred to above, or producing documentary films for which While no one nowadays would reject the students themselves imagine and or oppose the values of the Universal write the scripts, shoot the pictures Declaration of Human Rights and the 35 44 ,

4. PA':\'

CIV I' 1 S I

!IR 36 From rhetoric to practice for an applied peace

normative instrumentsrelatingto trainingisavailabletoas many human rights in the exercise of civil studentsaspossible.Inthearea peace and peace between States, it of legal scienceinparticular, the must be admitted that these texts, conventions, agreements,recom- prepared and drafted in legal lan- mendations and declarations of the guage, can have a dissuasive effect on United Nations and its specialized trainingforinternationalunder- agencies are studied in some law standing. One of thefirstsnags faculties. Further training facilities encountered by the teacher or trainer are provided by reference centres, arises from the difficulty inherent in databanks and the publication of interpreting, understanding the scope specialized didactic material. and measuring the limits of international instruments, including agreements, conventions or recom- Areas for mendations, which make useof education for peace veryspecificterminology.Further obstacles arise from differing codes According to the results of the IBE ofculturalinterpretation.Several survey, in some countries education ministers and observers, as well as in human rights, peace, democracy representatives of NGOs attending and fundamental freedomsis(or the ICE, drew attention to recently was until recently) mainly leftto published collections of basic texts, the discretion of teachers, through which explained what they were programmes of civicorreligious in simple language, how they had education, sport, organized travel, beendrafted,whether they were extra-curricular activities and school bindingornot,theirscope and correspondence. There is no doubt their limitations.' that overloaded programmes have Researchers in the educational theeffectofbluntingteachers' sciences,throughanetworkof keennessandenthusiasm.Many specialized NGOs, have prepared curriculaneedtobecompletely handbooksonmethodologiesto revised in order to achieve a more guide teachers in their work as educa- balanceddistributionofsubjects, torsfor peace. Ministersare allowingfortheintroductionof considering releasingsubstantial teachingmodulessuchas'dem- funds to ensure that this new form of ocracy' and 'fundamental freedoms'.

THE RIGHTS OF THE CHILD CLUB: IN SENEGAL

The Ndatte Yalla de Saint-Louis School haslities, stigmatize violations, condemn racism opened a 'rights of the child' club with theand encourage the defence of human rights objectives of making human rights knownand fundamental freedoms. These activities and applying them in daily life. Games suchare backed up by correspondence between as the children's circle and the baobabschools, and other facilities, such as a convey lessons about rights and responsibi-solidarity fund and a school library.

37 37 From rhetoric to practice for an applied peace

A JOINT LANGUAGE SCHOOL: IN FINLAND AND IN SWEDEN

This project was launched in 1987 to pro-children are taught the language of the mote genuine bilingualism (in Finnish andneighbouring country by working in pairs, Swedish), the strengthening of ties ofwith one native speaker in each language. friendshipandco-operation,mutualAccording to teachers, this type of ex- respect for each other's cultural achieve-change opens the way to genuine bilingual- ments and a common responsibility onism and a new cultural tolerance, so that environmental matters. The target groupsthe border between the two countries is are children of compulsory school age. Theturned into a resource.

Increasing attention is being given to reconciliation of formal and non- the possibility of introducing educa- formal education. Several countries tion for international understanding state that formal education courses in national programmes as a fully- are not enough to train young people fledged discipline, as is the case for on understanding between peoples. philosophy, history, economics and They add that there is an urgent need geography,orforeignlanguages. to ensure that education for peace is Teacher-training colleges, vocational extended to all areas of social organi- training institutes and faculties of zation pertaining to the community. educational or human sciences are Tradeunionsandpolitical currentlyincludingthestudyof parties, in particular, are expected to human rights as a separate discipline introduce extracts of texts concer- intheirstudy programmes. The ning fundamental freedoms in the recentfoundationofUNESCO political and corporative training of Chairs offers the possibility in this their militants. A form of training for respect of opening up areas speciali- the non-violent settlement of zing in research, without which the conflicts is also desirable for police new science of peace is bound to forces, who are responsible for en- remain at an intuitive level. suring the safety of citizens, and who The replies to the IBE survey are still referred to in some countries show a marked tendency towards a as 'guardians of peace'.

SINHALA, TAMIL AND ENGLISH: IN SRI LANKA

A trilingual language-teaching programmesubject in years six to ten. Depending on is designed to teach Tamil to Sinhala pupilstheir choices, pupils are tested either in and Sinhala to Tamil pupils. Sinhala andSinhala or Tamil at the 'ordinary-level' ex- Tamil are official languages of Sri Lanka.amination (at the end of year eleven), English is also taught as an optional subjectwhich qualifies students to proceed to in years four and five and as a compulsoryhigher education.

no 38 From rhetoric to practice for an applied peace

Incountrieswherereligion maker's concerns. In some countries, occupies a dominant position in cul- special attention is given to parental ture,comparative theological and education,especiallyfor women, anthropologicalstudies and inter- owing to the very important part disciplinary research are being under- they play in the education of their taken in order to list some principles children and in the development of which are shared by the different family structures. The recent United systems of belief in the world, with a Nations Inter-nationalConference view to ending the era of so-called on Women, which was held in Peking `religious' wars, which have left their in1995,waswellawarethat marks throughout human history. women's lack of access to basic edu- Examplesgiveninthenational cation is one aspect of the many reports also point towards a simi- discriminations of which they are all larityofpurpose,whichseeks, too often still the victims. It is well through programmes of ethical or known that people who are ignorant religious education, to promote a are inevitably unaware of their most rediscovered' understanding between basic rights and hence are unable to T people. Some courses of religious have them respected. For women, XIt instruction intend to approach edu- this denial of the right to education cation in human rights by adding to leads to chain reactions: exclusion 0""Ip theirancientteaching(based on from paid employment and lack of concepts such as 'inner peace') the income when they try to shoulder language of the universal instruments alone the burden of meeting the of the United Nations. Courses are vital requirements of their families; given at which religious precepts are exclusion from decision-making in juxtaposedwitharticlesofthe public affairs; and even sometimes The right to Declaration of Human Rights, the difficultcontacts with their own education: Convention on the Rights of the childrenwhentheydo manage a human right Child and other normative texts: despite all obstacles to send them to tolerance/acceptingthebeliefsof school.ThePekingConference others; respect for human life/not named women's education as the killing or not harming the phys- priority of priorities. ical and moral integrity of others; sharing and equity/charity;sincer- itylrecognizing one's wrongs; under- Languages to learn standing/pardon. to dialogue But before going to school, joining a trade union, going about In some regions where the human the streets or one's work, most of us landscape is made up of a multitude begin life in the home and in the of microcultures, an effort is being family.Thisisa domain which made to enhance cultural media, for educational thinkers know is unavoi- instance, by making use of mother- dable.Theroleofthefamily tongues to acquire basic knowledge. structure andit should be repea- According to preliminary assessments tedparents' responsibility is never of these experiments, education has farremoved fromthedecision- gained greater coherence and nation- 39 39 From rhetoric to practice for an applied peace

SCHOOL FOR LIFE: IN BOLIVIA

The name 'School for life' (Escuela para laon the government's plan of action for vida, in Spanish), rich in symbols, has beenextending basic educational opportunities to given to an intercultural education program-all, the programme's overall objective is to me based on bilingualism. The objectives ofgenerate a system of participative education the programme are to strengthen the cul-in the service of the community. The pro- tural identity of the country through thegramme has had considerable success among preservation of indigenous languages, and tothe Guarani, thanks to the active involve- encourage greater participation by ethnicment of the Asamblea del Pueblo Guarani groups in nationallife and development.(APG), which in all phases of the project has This pilot project is designed for pupils inhelped by maintaining vital links between pre-primary and primary education. Basedthe Guarani communities and the State. al harmony has been strengthened and less they are described as foreign thanks to respect for other identities languages, but rather as 'second' or and linguistic differences. `third' languages. The methods by The accidents of history have which they are taught have also been sometimes divided peoples speaking a making progress.Itisno longer common language, leaving them on considered enough merely to teach either sideof frontiers separating grammar and vocabulary. The science different countries. The desire for of linguistics is called upon to pro- closer cultural ties may then provide vide access to other cultural referents. a stronger motivation than a mere The more subtle aspects of different concern fornational cohesion; cultures are studied (for instance, countries may subsequently open up through literature and the history of transfrontier language schools and civilization) in order to go beyond even common language schools, in an the superficial. Overcoming language effort to strengthen ties with their barriers helps to mitigate the 'cul- neighbours. tural monologue' and'talkingto There are many programmes one's self' and leads to 'talking to which give prominence to languages others'.This dialogue with other other than the mother-tongue. Less peoplescanalsobestartedby

RAINBOWS OVER THE YUKON: IN CANADA

In the Yukon province, sixteen studentsducing 'racial'stereotypes, the students wrote a play together which they calledused the colours of the rainbow on stage. `Rainbows'. This experiment in multipleThey are now travelling around to present writing, in which each student writes a part,their play in the schools of the Yukon expresses the diverse aspects of a multi-region. cultural society. In order to avoid intro- 40 From rhetoric to practice for an applied peace

teaching second languages in primary school, a form of study which is then followed up throughout the student's educational career. Language learning is, needless to say, a positive factor when it comes to starting work, either at national or at transnational level.

Intercultural education

Globalcitizenshipthroughinter- culturaleducationisone of the educationalpillarsof UNESCO's international network of Associated Schools, which have just celebrated thefortiethanniversaryoftheir foundation. The increasing number of schools throughout the world which havejoinedthe network (almost 3,000 in over a 100 countries) provides fertile ground for experimenting pilot projects in the area of education for international understanding; prac- tically all countries, including those which have been undergoing complex transitions, support the network and would like it to be extended, especial- lyforthe preparationof school curricula,teaching methods,textbooks and teachertraining. New disciplines, such as comparing reali- ties,experience,difficultiesand solutions, as well as environmental issues, such as global warming or excessive deforestation, sea-bed pol- lution and wildlife depredation, serve asmeetingpoints,giveriseto exchanges and give expression to the Associated Schools' intercultural approach. It is said that travel is a form of teaching. This principle can be put to good use as a real training method. 41 41 From rhetoric to practice for an applied peace

KUKATONON THEATRE OF PEACE: IN LIBERIA

In 1992, the children of Monrovia whorespect certain human rights, and present are members of the `Kukatonon Theatre ofactive listening and reconciliation exercises Peace' presented theirfirstsongs andto encourage the children to educate each dances. Through the theatre, workshops forother. This training in conflict resolution, traininginthe techniques of peacefulbased on live shows, has attracted the at- conflict resolution are being developed. Thetention of the Ministry of Education, which workshops use role-play,in which thewants to include the project's activities in children in turn either defend or fail tothe school system.

Physical mobility could lead to mo- very young age. Its impact on inter- bility of the mind, ideas and behav- nationally oriented education shows iour. Organized travel in school pro- that it is still a useful means for stu- grammes is one of the methods which dents to give expression to values, teachers are using more and more. such asfriendship, fraternity and The discovery of places outside their solidarity, at the same time as teach- localenvironmenthelpsstudents ing them to develop and deepen move on from cognitive to affective human relations through a steady experience, while actually staying in exchange of contacts. a country other than their own often enables them to compare what they see around them with what they Environmental learned in their textbooks and in the education classroom. Travel is either preceded or fol- Sciencethroughout theageshas lowed by correspondence. In many taught us that the earth is part of a countries, correspondence between larger whole, poetically referred to schools creates relationships from a as 'the Universe'. As we stand on

CIRCUS OF PEACE: IN MOZAMBIQUE

With the support of local government,symbolizes the community structure and NGOs, religious groups and the media, auses the strengths and talents of allits travelling group of teachers, made up of amembers to create a local production. dozen professional artists and educators,Various activities introduce conflict resolu- has been set up to use theatre, art, dance,tion techniques emphasizing basic concepts, puppets and the techniques of radio jour-such as tolerance, self-esteem and non- nalism to help young people staunch theviolence. The youth training takes place wounds left by two decades of war. Theover two months, at the end of which the training siteis called a 'circus of peace'circus sets off again on its peace journey for (circo da paz) because, like acircle,itthe next site.

42 42 From rhetoric to practice for an applied peace

the brink of a new millenium, environmental concerns, which are very much in the forefront of UNESCO's Programme (exactsciences,social sciences, education), add a certain tangible quality to the concept of uni- 0 versality. The earth maintains a delicate balance(physical,chemicaland ecological), because it harbours so many different forms of life. Through its ingenuity and its ability to design tools, as well as through its expres- sive language, mankind has become a dominant species in the biosphere. It has acquired the ability to modify the environment more than any other organism. As a result of a short- sighted outlook, mankind's needs and sometimes its greed have damaged the ecological equilibrium. In some cultures, where man isstill consid-

Street school STREET SCHOOL: IN JAMAICA

The Kingstown Half-Way-Tree Programmement, in aspirit of discipline and co- is a project for the resettlement of children,operation with others, removing from their aged between 3 and 18, who have beenminds the hostility often following from excluded from the formal school system andprecarious living conditions and their situa- from society at large. The originality of thetion of insecurity. The children acquire measure resides in the fact that the projectsurvival skills and especially self-confi- goes to the children, who are catered fordence, which help them to settle or inte- where they actually live, i.e. in the street.grate in the formal system. This school Educators and educational counsellors meetset-up in the street is, of course, always young boys living in their area and offerpreceded by attempts to integrate the chil- advice. Points for discussion are selected bydren within a formal structure, where they common agreement, such as self-protectioncan be taught basic reading, writing and against the dangers and abuses inherent inarithmetic. The programme ispart of a street life, food, love and respect for othersmuch broader programme introduced in and how to exist in one's environment.Jamaica to improve the failure rate in the Once a week, the young people are offeredschool system, where approaches have a sports programme to play table-tennis,traditionally tended to be too formal, and to football or basketball. These regular sportsreconcile young people as far as possible sessions train them, while providing amuse-with education and with society.

43 43 From rhetoric to practice for an applied peace

INTEGRATED RURAL DEVELOPMENT: IN EGYPT An integrated rural development project hasnomic problems which arise in the villages. been started in the villages of Atris andAged between 15 and 35, the inhabitants El-Katta to offer basic education, such asinvolved remain in close touch with the reading, writing and arithmetic. By intro-social and economic priorities of their ducing practical learning in daily life, thisenvironment and are equipped through active and participative method provides aneducation to undertake the most appro- understanding of health-related and eco-priate forms of action. ered to be part of a greater whole, effects of any degradation of the natural science courses teach that life ecosystemtoteachinternational originated and flourished on our solidarity and an equitable sharing planet thanks toitsenvironment. of natural resources. Elsewhere, it Students are reminded of the fact that is not forgotten that, since nature man is not the master but only part of knows no frontiers,deforestation a greater environment. International due to the intensive felling of trees co-operation, through this'global' and desertification,thepollution approach, should help man to pre- of the oceans through industrial serve the planet's resources. Showing waste and the disappearance of plant students how man can reach the tops and animal species jeopardize the of mountains, dive to the depths of equilibrium of the whole biosphere, the sea or set off to conquer other and hence that of mankind as well. planets, but still remain as dependent These science courses teach that it on theearth's environment, gives isessentialtodevelop anenvi- them a sense of the need to work ronmental ethic, a tangible form of together not only to preserve the internationalco-operation,which diversity and wealth of the biological will ensure not only an equitable or aesthetic heritage, but also for the distribution of resources, but also survival of human kind. respect for ecological equilibrium, Environmental education is a which matters henceforth not just useful means for teachers in areas to a few countries, but to the whole which are more sensitivetothe world.

LITERACY IN NATIONAL LANGUAGES: IN BURKINA FASO

UNESCO's Upper Volta Project is centredLearning in the communal language, on the on teaching literacy in national languages,other hand, by strengthening self-esteem, as wellasadult education.Ineffect,provides positive results. The programmes learning in a language which is not familiarunder this project are designed for the 15 to and in which the learner does not think can50 age group, including 50 per cent of slow down the acquisition of knowledge.women.

44 44 From rhetoric to practice for an applied peace

Artistic disciplines, wise prevented from understanding incentives to create in peace each other by differences of culture, language and customs. There is in art In some national reports, art and its a pacifying element, and it is signifi- many disciplines are suggested as cant to note that the IBE survey ways of freeing the creative potential highlights the increasing importance which is latent in us all. Insofar as attached to artistic subjects which it offers an area of freedom itself, used tobe considered secondary. artcan induceastateof mind Teachers use the open-mindedness which is conducive to learning about induced by the 'momentary freedom fundamental freedoms. The colours of art' to introduce concepts inherent and shapes of the plastic arts, the in human rights. There is great poten- sounds of music, the gestures of tial in this area which is far from dramatic art and dancing, to name exhausted.Oftenassociatedwith freeing the creative but a few forms of expression, have non-profit makingobjectives,art potential which is always been propitious to meetings can also be a way of teaching the latent in us all between individuals, who are other- ethic of commitment.

45 45 Conqueringnew areas for education forpeace

The Ministers of Education taking learner, and the pleasure of learning. part in the forty-fourth session of There is no particular age for starting theInternationalConferenceon to understand other people, and the Education discussed the objectives classroom and the lecture room are of international education, its achieve- nottheonlyplaceswherethis ments and its problems, which might discipline can be practised. The new be individual or shared, but which in watchword is educating at home, at no way detracted from thetacit work, in the street or at a distance. In understanding achieved by the minis- other words, the aim is to establish ters. This discipline should aim to links between the different stages of develop independent thought, an individual's development. judgement and a critical mind; it Educationinvalues, which should awaken the desire to act, to would be unlimitedintime and achieve and to seek self-fulfillment; would be incorporated in all areas of itshould create or strengthenall socialization,isaclearly marked expressions of solidarity, such as trend to emerge from the ICE's recent 'We, the peoples of direct transmission from learner to work; it consists of a continuous, life- the United Nations',

Air

4, 46 Conquering new areas for education for peace

actions,extracted from theIBE's surveys and described in this work, shows that the experiments which obtained the most positive results, over time, were firmly based onthe cultural referents of the target popu- lations. In any small- or large-scale development project, the real driving force is taking cultural dimensions into account and especially the in- volvement of the project's benefi- ciaries, through which they become the thinkers and actors of their own development. From north to south, from east to west, culture, participation, co-operation, development and peace must be combined to restore the prestige of universal humanism, which has been constricted by the erosion of values and tarnished by the sometimes uncontrolledeffectsof Honouring each long educational process, in which modernism. link in the human the alternation of studies with profes- Honouring each link in the chain, by giving it sional activities can lead not only human chain, by giving it back its back its rights and toanuninterruptedintellectual rights and responsibilities, is another responsibilities, is development of the individual, main- way of seeking peace. Major ideas in another way of tainingaconstantcoherentlink the realm of thought sometimes take seeking peace between thought and action, but also time to find shape in practice. This is to a sharing of work and resources probably because they are derived for more social justice, going beyond from the events and the changes and merepiousintentions.Thereis upheavals of our societies. In view of undoubtedly a danger that the end the seriousness of world problems, objective may only be half achieved however, educators cannot just stand if no effort is made to reduce in- by and wait. Our world is shaken by equalities, a form of social injustice conflicts of all kinds. These can only which isareal denial of human be settled by achieving the ideal of rights. Peace should first be practised international understanding, which on a small (local) scale before ar- we might now refer to, drawing a rivingatagreater(international) parallel withscientifictheory,as peace. `applied peace'. The transition from Once the objectives have been rhetoric to practice is a challenge for determined, the obstacles identified education for human rights and peace and the new aspirations expressed, intheworldwhichtheforty- there must be an enthusiastic effort to fourth session of the International conquer new areas for lifelong educa- Conference on Education has action.Therangeofeducational cepted. 47 47 Notes Sources

1. With the objective of changing school Delors, J., et al. Learning: the treasure within. textbooks, which perpetuate prejudice, Report to UNESCO of the International and teaching human rights in schools, Commission on Education for the Twenty- JacquesMiihlethalerfoundedthe first Century. Paris, UNESCO, 1996. 266 p. World Association for the School as an Instrument of Peace (EIP) in 1967. Integrated framework of action on education UNESCO awarded him the Comenius for peace, human rights and democracy. Medal in 1993 for his work on educa- In: UNESCO. General Conference, twen- tion for peace. ty-eighth session,Paris, 1995. Records 2. Statutes of the International Bureau of of the General Conference.Vol.I : Education, 25 July 1929. Resolutions.Paris,UNESCO,1996, 3. United Nations Organization, Modern p. 63-68. forms of slavery, New York, 1992. International Bureau of Education World data (Information sheet No. 14). on education / Datos mundiales de educa- 4. Recommendation concerning education for international understanding, cion / Donnees mondiales sur Peducation, 1993-1994. Geneva, UNESCO:IBE, 1996. co-operation and peace and education relating to human rights and funda- [A databank presented on CD-ROM containing ninety-eight reports on the evo- mental freedoms, chapter X, article 45, lutionofeducation Paris, UNESCO, 19 November 1974. submitted by (`The 1974 Recommendation') UNESCO's Member States at the forty- fourth session of the ICE (1994) and twel- 5. AfricanCharterof Human and ve reports submitted at the forty-third ses- Peoples' Rights. The idea of setting up sion (1992).] an African Human Rights Commission originatedin1961,atthe Lagos Perez de Cuellar, J. et al. Our creative diversity. Conference (Nigeria) on the primacy of Report of the World Commission on law. The final document, known as the Culture and Development. Paris, UNESCO, Lagos Acts, can be considered as the 1995. 309 p. first step towards a regional document, which was to be signed in June 1981 UNESCO. General Conference, twenty-eighth in Nairobi (Kenya) by the Conference session,Paris,1995. Records of the ofAfricanHeadsofStateand General Conference. Vol. I : Resolutions. Government. The Charter entered into Paris, UNESCO, 1996. 150 p. force on 21 October 1986. 6. Decouvrons les droits de l'enfant: dos- UNESCO. International Conference on Edu- sier d'exploitation pedagogique, jointly cation,forty-fourthsession,Geneva, produced by the teaching team of 3-8 October 1994. Final report.Paris, EIP-Belgium, Brussels, Editions Labor, UNESCO : InternationalBureauof 1995. Education, 1995. [As well as the text of the 7. Integrated Framework of Action on Integrated Programme of Action, the Education for Peace, Human Rights Declaration and the Recommendations, andDemocracy,para.32,Paris, this document also includes summaries of UNESCO, 1995. the four major debates, the six round- tables, and the texts of the main speeches.] 8. R. Gilliquet; D. Casten; F. Walthery, La convention desdroitsde l'enfant, United Nations. Centre for Human Rights, Geneva. Brussels,Editions Lombard, 1993, A compilation of international instru- 64 p. Colour illustrations. ments, Vol. 1 (two parts). Geneva; New York, 1993-94. 950 p.

100 Thinkers on education. Prospects (UNESCO, Paris), vol. 23, 1993; vol. 24, 1994. 48 ',* Ts 0'4, ,2....*.loy- ... . ' '... '..4 t II Zr. 44, 7 %, S ;.ni.a. tri y .'1 .. :,..., ' /LI . , , 'Vs ,, '''''A. eA...14 .4. ,410.,re,? .44e4 )..),*4ye, e-, '77/ 14. 1 s , ,, }A , .1 . .2T.; ), I, P Tt',',...44 ;I:,;;;,,.. . , .... i : 4 ff. egp At O IC'"Ls.rKle 1 f 7( V..I, ,.- .-4 , .. t C 1. Y 1..4.411 4. I ' ,-.. 4A 7i Oflk .- 1 .. :,.:.....64 VP ,,i..` Pit .:'i ,i' / 1 ..i , * A A.c,,?,. ? ., k .L:114Wrk 1. % 4:.,. , i A i ,. b fl. tRnrt :: r 16/:.,il, 4.' A , . ,'"eilre *it""fl '""' Airt.);::: :-. '.' )'' etc tigalgreI' i w..,,,,,, .- I, (,' i? AL4;ftegg $.7Fte.':4. ''-1 "1,' et/. C s'- .."..itio,,;?,',.., f*, A P '4004 ;.4. 1, A . ...IR, ,Ana/ -4101$ ). i'. '1:; i. !TIN,' 5,.:4 fliVI , 10114.1..r A... I. N .^. .. W -', '4. p. 41 4, e 1 :, ; N. 1 0.- A Z _ALI

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