Education for Peace The Pedagogy of Civilization. Prof. Dr. H.B. Danesh Director and Founder International Education for Peace Institute Switzerland www.efpinternational.org. Toward a New Philosophy of Peace Education. Peace Education Curriculum Must Be Comprehensive
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Prof. Dr. H.B. Danesh
Director and Founder
International Education for Peace Institute
The Integrative Theory of Peace
The Integrative Theory of Peace states that peace is
a holistic and all-encompassing condition occurring within and between individuals, group and societies that is brought about through an educative, developmental shift in worldview consciousness, characterized by cognitive, emotive, and behavioral change, capable of meeting the fundamental tripartite human needs of survival, association, and transcendence.
Peace is a psychosocial and political as well as moral and spiritual condition requiring a conscious approach, a universal outlook, and an integrated, unifying strategy;
A comprehensive, integrated, and lifelong education is the most effective approach for a transformation from the metacategories of survival-based and identity-based worldviews to the metacategory of a unity-based worldview;
Development of such a comprehensive condition of peace requires a cognitive, emotive, and behavioral change within the parameters of a unity-based worldview; and
Only a dynamic, progressive, conscious, and all-inclusive state of peace resulting from a unity-based worldview is capable of meeting the fundamental and hierarchical tripartite human needs—survival, association, transcendence—which shape all human endeavors and life processes at both individual and collective levels.
The culture of peace allows no exclusion.
positive aspects of human culture such as religion, science, modes of government, technology, family structure, and business practices are all subject to abuse and misuse within both the survival-based and identity-based worldviews.
and brought people together
Everything points to the fact that humanity is one and that all countries are inseparable parts of one planet
- Six schools, 3 primary, 3 secondary
- 6000 students, 400 teachers, 10,000 parents
- Banja Luka, Sarajevo, Travnik (2 each)
- Serb, Bosniak, and Croat populations
education, psychiatry, psychology, law, political science, conflict resolution, sociology, peace, development
18 teachers from the six participation schools &
6 individuals with specialization training in EFP
From Open letter of the Government of Bosnia and Herzegovina’s Mission to the United Nations in
New Yorkto the Special Session of the United Nations General Assembly on Children (8–10
This is a unique project. It will teach how to create a violence-free environment, in homes and schools and in the country as a whole.
Ambassador Dr. Matei Hoffmann, The Senior Deputy High Representative, 28 June 2000
This invaluable project was conceived in such a way that the soul-searching process of reflection which the participants undergo as the project unfolds…triggers the desire amongst them to become authentic peace-makers, and precisely provides them with the necessary tools to achieve this goal…
Claude Kieffer, Senior Education Advisor, Office of the High Representative
As a result of participating in the EFP project, my way of teaching has changed, my relationships with students has changed, and my relationship with my family has changed…all for the better.
—Teacher, Mixed Secondary School, Travnik
This project has changed our vision and worldview. I feel that the vision of every teacher and students in this school has been in some way changed through this project.
—Bosnian Literature Teacher, 2nd Gymnasium, Sarajevo
It is a hard project and it is something new in our school and our whole country. We have to do better things in order to build peace. It is the most important thing in our lives. It is a good idea to bring concepts of peace into our lives and express it through our presentations. It should be a tradition in our school.
— 2nd Year Banja Luka Gymnasium student
Once, someone asked me how could you go to Banja Luka for this National Peace Event? Don’t you know what happened here and what they have done to our mothers and our children? I said…I think that these presentations that we created and shared with each other are one of the best ways to go about starting to make a change.
—3rd year student, 2nd Gymnasium, Sarajevo
Before this project, things were imposed in our classes, but with EFP we do it because we love it.
— Student, Nova Bila Primary School
The EFP project has helped us look at our syllabus in a different way, from a different perspective, giving us a chance to enrich it with issues not dealt with so thoroughly before. Although it hasn’t always been easy, especially at the beginning, I think that we have become more confident in applying the principles of peace.
— English Teacher, Mixed Secondary School, Travnik
Through the subject of biology, the pupils have realized that unity in diversity is the product of various things coming together and that one thing can’t function without another one. In fact, nature can’t function without the unity of all the elements that creates the natural life.
—Biology Teacher, 3rd Primary School, Ilidza
With this project the difference is that we try to show what we learn through our actions, not just through books. It is very good.
— Student, Nova Bila Primary School
This is a good project because it gives students an opportunity to express themselves in a different way from what we have done and through creativity and the arts. They try to show us how a peaceful society can be. Through the presentations, they raised an understanding between students, teachers and parents.
—2nd Gymnasium Math Teacher, Sarajevo
Through EFP our school has become a new one. Before, everyday we just had “school,” but through this project we have been given a new way of learning through creative presentations.
—Student, Mixed Secondary School, Travnik
If we were to summarize the most important achievement of the project during its first two years, it is that this ethnically diverse group of students and teachers began a process of meaningful and sustained reconciliation and friendship. During this period the level of interethnic comfort increased dramatically. For the first time since the recent war, both adults and children traveled to the cities of their former combatants. Many started a process of regular contact and communication through email, telephone, and personal visits; and a new sense of mutual trust and acceptance pervaded the whole EFP community.