EDUCATION FOR PEACE
Towards a Civilization of Peace
PART I
ABOUT EDUCATION FOR PEACE
Mission Statement
The mission of the International Education for Peace Institute (EFP-International)—a nonprofit research, training, community development, and service agency—is to contribute to the urgent global need for creation of a civilization of peace within the context of the consciousness of the oneness of humanity and the principle of unity in diversity. EFP-International programs engage students, teachers, parents/guardians, and community leaders in a process of applying of the universal principles of peace to all areas of study and all aspects of life. The unique nature of the EFP approach is its focus on worldview transformation from disunity and conflict to unity in diversity. It aims to create a culture of peace, healing, and excellence in families, schools, and communities.
Rational
The greatest challenges before humanity today are conflict, violence, terrorism, and war along with their terrible consequences of poverty, disease, spiritual desolation, environmental destruction, and poor leadership. These challenges are felt at all levels of human life—the family, school, community, society, and globally. Considerable resources have always been and still are spent to offset the costly ravages of conflict, violence, and war and the high price of military defence and security measures. However, there are relatively few programs dedicated to a systematic, sustained plan of action to educate children and youth in the principles of peace. Consequently, every new generation repeats the mistakes of former generations, and conflict and violence continue to pervade human societies. Paradoxically, our greatest opportunity at this time in history is the fact that we do have sufficient resources to create a civilization of peace—united and diverse, equal and just, prosperous and benevolent, scientifically progressive and spiritually enlightened, technologically advanced and environmentally healthy. Education is the most essential tool for achieving this historic opportunity.
Objectives
Peace and education are inseparable aspects of civilization. No civilization is truly progressive without education, and no education system is truly civilizing unless it is based on universal principles of peace. However, our schools have become increasingly conflicted and violent. The contents of school textbooks are predominantly written from the perspective of conflict and “otherness.” While we rightly expect schools to be safe and stress-free environments, in reality many of them are the opposite—unsafe and stressful. Our schools, therefore, inadvertently promote a culture of conflict and violence, and their students do not learn the ways of peace.
To adequately respond to these monumental challenges and opportunities, we need to lay the foundations of a sustainable and universal civilization of peace by better understanding the nature and dynamics of peace at all levels of human experience—intrapersonal, interpersonal, intergroup, international, and global. For this purpose at least three synergistic and essential tasks need to be pursued locally, nationally, and globally:
Peace-Based Education: To educate every new generation of the world’s children and youth to become peacemakers, with the help of their parents/guardians and teachers; Peace-Based Governance: To create forums for leaders at local, regional, national, international, and global levels to study and implement the principles of peace-based leadership and governance in their respective communities and institutions; and Peace-Based Conflict Resolution: To offer training opportunities in the principles and skills of peace-based conflict prevention and conflict resolution at local, regional, national, international, and global levels. The programs of the International Education for Peace Institute and its sister entities are designed to specifically address these three fundamental requisites of a civilization of peace.
Curriculum
The EFP Integrative Curriculum is based on three premises: (1) unity, not conflict, is the main force in human relationships; (2) worldview is the main framework within which all human individual and group behaviour takes shape; and (3) peace is the main outcome of unity-based worldviews. In the EFP Curriculum, the concept of worldview is defined as the framework within which we understand the nature of reality, human nature, the purpose of life, and the laws governing human relationships. This concept also includes issues of personal and group identity and narrative.
EFP Curriculum comprises four major areas of focus necessary for the creation of a civilization of peace: peace-based family, peace-based education, peace-based leadership, and peace-based conflict resolution. The EFP Integrative Curriculum is a work-in-progress, continuously up-dated based on new insights from peace education research and from the implementation of the EFP Programs in different contexts. Currently, EFP curriculum comprises of eleven (11) volumes, covering a wide range of peace-related issues as isted below.
Programs
The International Education for Peace Institute develops and offers effective, context-specific, peace-based programs specifically designed to address the unique requirements of each participating community. Among these programs are:
Peace-Based Education (OBE), broadly known as Education for Peace (EFP):
The main objective of this program is to create—with the help of teachers, school staff, parents/guardians, and students—unique school communities characterized by a culture of peace, a culture of healing, and a culture of excellence.
Culture of peace refers to an environment characterized by mutual trust, unity in diversity, practice of the principles of human rights and democracy, as well as the ability to prevent violence and resolve all conflicts in a creative and peaceful manner.
Culture of healing refers to an environment that enables all members of the school community—students, parents/guardians, teachers, administrators, and support staff—to overcome the trauma they have suffered, individually and/or collectively as a result of their experience of conflict, violence, or war.
Culture of excellence is an environment in which pursuit of personal and group excellence and critical thinking in all domains of life—intellectual, emotional, social, moral, and spiritual—are actively pursued, encouraged, and realized.
These three cultures—peace, healing, and excellence—together comprise the foundations of a civilization of peace. Addressing each of these areas in a systematic manner is one of the unique elements of the EFP Program, and a reason why it is suitable for all societies—those that have experienced the traumas of conflict, violence, and war and those that wish to prevent such trauma in their respective communities.
Peace-Based Leadership and Governance (PLG) also called Leadership for Peace:
This program is designed for leaders in all segments of society: governmental agencies and departments, community organizations, members of the media, religious organizations, and social institutions. The art, science, and skills of leadership are all in a state of change. Leaders in various segments of human society find themselves greatly burdened by social, economic, and political problems, and interpersonal and intergroup conflicts, grievances, and rivalries that challenge their efforts to adequately meet the responsibilities of leadership entrusted to them.
The task of leadership is further made difficult because existing models of leadership do not match the emerging challenges of the administration of human affairs. It is increasingly evident that new types of leadership are required if we are to equally match the skills of leadership and governance with the needs and demands of ever more informed, interconnected, and disaffected citizenry.
PLG responds to these realities and offers empirically based peace-oriented models for effecting leadership transformation at both individual and institutional levels. Enlightened, progressive, and effective leadership is only possible within a unity-based worldview and institutional culture capable of integrating manifold and seemingly conflicting demands of contemporary leadership.
PLG is designed to be especially suitable for the members of the public service, civic and business leaders, and elected government representatives at the local and national levels.
Peace-Based Conflict Resolution (PBCR) also Conflict-Free Conflict Resolution (CFCR):
Conflict-Free Conflict Resolution (CFCR) is a peace-based, non-adversarial, consultative process of decision-making that moves beyond traditional methods of conflict resolution by fixing unity as its goal. It offers an integrative and unique approach to the prevention and resolution of conflict and violence by focusing on unity as both a method for and an outcome of all conflict resolution undertakings. Through a dynamic process, CFCR introduces the participants to the concept that conflict is the absence of unity and that conflict resolution is the process of unity building.
CFCR provides the participants with new insights and tools that can facilitate peace-oriented decision-making processes and help them to create a unified perspective on the issues they face. It synthesizes the principles of a peace-based worldview into a mature process of communication and decision-making aimed at developing new approaches to the administration of human affairs.
Peace-Based Family also called Unity-Based Family:
This is a family development program with the following main objectives:
To learn how to create unity-based families; To offer learning experiences on how to create healthy marriages and families; To offer learning experiences on unity-based parenting in our highly conflicted world; To explore how to create unified and harmonious family relationships; To understand how to move from a power-orientation to a love-orientation; To learn skills to practice gender equality in marriage and family; To learn to deal with everyday conflicts effectively and peacefully when they occur; and To learn how to make the family an abode of peace in which we can raise our children as peaceful and peace-creating individuals.
Youth Peace-builders Network (YPN):
YPN is a component of the EFP Program. It aims to create a network of youth mobilized as positive examples for their peers with the goal of creating violence-free, peaceful schools, neighbourhoods, and communities. Trained in cutting-edge concepts of peacemaking, conflict transformation, and violence prevention, YPN participants lead their peers in exploring the fundamental ideas, worldviews, and actions that characterize a culture of peace.
YPN originated in a few schools in North America and was also implemented in schools in Bermuda. A specially designed version of YPN was implemented in several hundred schools in Bosnia and Herzegovina, as a major component of EFP training in those schools. The primary objective is to systematically create YPN groups in many more communities around the world. Once formed, local and national YPN groups can be empowered to undertake a wide range of activities, including:
· Organizing and conducting peer workshops on peace-based worldviews and attitudes, and skills of peace-building;
· Undertaking peace-building and conflict resolution projects within their communities and schools, and among schools in their respective communities;
· Undertaking peace-building activities within and among communities, globally;
· Forming and training other YPN groups; and
· Presenting their Youth Peace-builders Network activities to the leaders in their societies.
Education and Training
Since 1997 a wide range of educational and training programs have been offered at various universities, schools, and other institutions of higher learning. Altogether, several hundred educators, peace-building professionals, policy-makers, peace researchers, and university professors have received intensive training in the EFP concepts and methodologies. The EFP senior faculty has conducted these educational and training events. The following is a summary list of these activities:
- Landegg International University: For a period of five years (1997-2002) a few hundred undergraduate and graduate students received intensive training in the EFP programs outlined above. These training events ranged from MA degree in Conflict Resolution, Peace Education, and Leadership and Governance, as well as, credit courses, certificates, and professional diplomas with focus on a variety of peace-based issues.
- European Peace University (Austria): For a period of 8 years, graduate level onsite courses (4-6 per year) on various EFP programs
were held for several hundred students and professional practitioners in fields of peace education, peace-building, leadership, and
conflict resolution.
- World Peace Academy (Switzerland): For a period of 4 years, graduate level onsite courses (2-4 per year) on various EFP programs were held for some hundred and fifty students and professional practitioners in areas of peace education, peace-building, leadership, and conflict resolution.
· Transcend Peace University (Germany): For a period of 4 years, graduate level online, courses (1-2 per year) on various EFP programs were held for small number of students and professional practitioners in areas of peace education, peace-building, leadership, and
conflict resolution.
· EFP Professional Certificate for BiH Educators: During the first decade of introduction of the EFP program into BiH schools, at least 300 BiH educators from across the country received on the job 2-year long intensive training in the EFP principles and methodologies. These educators were the first group of EFP-Trainers in BiH and were instrumental in the successful incorporation of the EFP program into the curricula of schools across the country.
- EFP Academy (EFP-International): EFP training programs, ranging from certificates, professional diplomas, and EFP-Trainer advanced diplomas, are offered both online and onsite, through EFP Website. However, the response to these offers has been minimal as we have not been able to promote them in any manner.
- EFP Internship: During the first 5-6 years of the implementation of the EFP in BiH we were able to provide internships to undergraduate, graduate, and post-graduate students from a significant number of universities from North America, Europe, Australia, Asia, and Africa. These internships varied in length from few weeks to a year.
Faculty
For the list of EFP Senior Faculty refer to: www.efpinternational.org
Publications
(see publications section)
PART II: EDUCATION FOR PEACE IN APPLICATION
EFP IN BOSNIA AND HERZEGOVINA
History
The International Education for Peace Institute (EFP-International) began its work in June 2000 by launching a two-year pilot project of Education for Peace in three primary and three secondary schools in Bosnia and Herzegovina (BiH), with the participation of more than 400 teachers and school staff, and 6,000 students and their parents/guardians.
The project had the support of education ministries, municipal leaders, and international authorities. The primary aim of the project was to create a culture of peace, a culture of healing, and a culture of excellence within and among the participating school communities representing the three main ethnic populations—Bosniak (Muslim), Croat (Catholic), and Serb (Orthodox Christianity)—in the highly conflicted post-war BiH.
The pilot program yielded significant positive results and gained the recognition and endorsement of the six participating school communities, the BiH Ministry of Foreign Affairs, all thirteen BiH Ministries of Education, and all nine Pedagogical Institutes. As well, the program was supported by the International Community in BiH, including the Office of the High Representative (OHR), and the Organization for Security and Co-operation in Europe (OSCE). The BiH government subsequently invited EFP-International to create a strategy for introduction of its programs in all schools in the country.
By 2006, the EFP Program had been implemented in some 112 schools with approximately 80,000 students; 5,000 teachers, school staff, and administrators; and thousands of parents/guardians. In 2007, a 5-year plan (2007-2012) was initiated with the aim of incorporating the EFP Curriculum into the BiH education reform process, thus involving all BiH primary and secondary schools with more than 500,000 students and 70,000 teachers and school staff in the study of all subjects from grades K to 12 within the parameters of peace.
In 2012, all BiH pedagogical Institutes, under the direction of their respective Ministries of Education, assumed the implementation of the EFP programs into schools in BiH.
As this process evolves, the government and peoples of BiH can set an historic example by adopting the goal of educating all their children and youth, in every new generation, within the framework of the universal principles of peace, so that, as adults, they become peacemakers, both as citizens and leaders.
Partnerships
(Please refer to: www.efpinternational.org)
Activities
EFP activities and accomplishments in BiH are too numerous to outline here. For a description of some of those activities, please refer to the Education for Peace Reader at: http://efpinternational.org/wp-content/uploads/2011/11/efp_reader.pdf.
EFP in Mexico
Since 2012 EFP-International has been very active in Mexico, primarily through the excellent work of Ms. Narcedalia Lozano along with an excellent team of educators, university professors, and community leaders. The main activities in Mexico thus far are:
Translation into Spanish and publication of seven volumes of the Education for Peace Integrated Curriculum Series, Training of about 200 educators (teachers, school administrators) in Monterrey, capital of state of Nuevo Leon; Training of some 800 educators from across Mexico, in collaboration with UNESCO schools in Mexico. This training was held in Toluca, capital of State of Mexico; Training of some 800 educators from across the state of Jalisco, held in Guadalajara; Seminar on EFP concepts and methodologies for 50 education policy-makers in Mexico City; and Ongoing tutoring and small training events held in Monterrey. Presentations on the EFP programs for some 40 governmental and civic agencies.
EFP in Colombia
2015: Dr. H.B. Danesh presented keynote presentation and half-day intensive introduction to EFP for some 1000 educators and all university Presidents or their representatives from across Colombia at a national conference on education reform in Colombia;
2016: Dr. Danesh held a 2-day intensive EFP training for some 80 participants at the Javeriana University in Bogota; Held three seminars on EFP in three different venues in Bogota, in collaboration with UNDP-Colombia, Colombia Ministry of Education, and several major Colombian NGOs;
2017: Intensive discussions are underway with two major companies in Colombia that have expressed active interest to have EFP programs brought to their respective companies and also to community service programs they sponsor in two educational institutions.
EFP in Bermuda
In Bermuda, a young team of Youth Peace-builders Network (YPN) held several on-site training events from New York under the guidance and with the participation of Roshan Danesh. YPN training sessions were held at schools in Bermuda. As well, presentations on EFP and YPN were made to senior governmental and civic leaders in the education sector.
EFP in Canada
Over the years, EFP training sessions and introductory presentations for school teachers and administrators have been held in British Colombia, and Ontario. As well, a very effective YPN training was held in Iqaluit under the direction of Roshan Danesh who was the visiting law professor in that city.
An International Education fro Peace Conference was held from 14-17 November 2007 in Vancouver. The conference was organized by EFP-International and co-sponsored by the Association of Universities and Colleges of Canada (AUCC), The Canadian International Development Agency (CIDA) and its Partnership for Tomorrow Program II (PTPII), The Biosophical Institute (USA), the United State Institute for Peace (USIP), and several local businesses and organizations. Two hundred peace educators and students from many countries, including a delegation from Bosnia and Herzegovina, attended the conference. Distinguished peace educators, practitioners, and researchers from North America, Europe, the Middle East, Asia, and Africa made presentations at some 70 sessions. The conference proceedings were published as Educating for a Civilization of Peace, edited by Sara Clarke-Habibi.
EFP in Malawi
In 2005, EFP-International, in partnership with the UNDP/SACI Program in Southern Africa, held a number of Executive Leadership Training workshops in Malawi. With the full approval and participation of the Government of Malawi two intensive peace-based, advanced, leadership training events were held in the capital city for the highest level of the civil servant structure of Malawi, including deputy ministers and other senior governmental administrators. In addition, as a component of this project, two peace-based leadership presentations were made for the staff of UNDP in South Africa. The Malawi Comprehensive Leadership Development Program is currently available in manuscript format.
EFP in USA
The only school in the United States that has received a rather significant introduction to EFP is the Boulder Prep High School, in Boulder Colorado. Between 2005-2007, three intensive training programs involving all teachers and students (about 100) were held. Since then, there has been limited contact with this school because of considerable change in its management.
YPN has been introduced, at a very effective level, in several private schools in New York and Washington DC under the direction of Roshan Danesh and Krister Lowe with their excellent team of young high school students, who are now continuing their advanced university studies in different fields.
EFP in Europe
Aside from Switzerland—where EFP was formulated and applied at Landegg International University—and BiH—where EFP has been applied most comprehensively—EFP programs have also been presented by various EFP Faculty members in Hungary, Norway, Spain, and Switzerland.
EFP in Africa
Since its formal inception in 2000, there has been a considerable interest in EFP from a wide range of individuals from various African countries, particularly those in the western part of the continent. Among the interested individuals are about 50 MA graduates from the European Peace University (Austria) and World Peace Academy (Switzerland) who received at least one intensive EFP course, and a significant number of university professors, African NGO’s, lawyers, priests, nuns, and university students. Most of these individuals are in intermittent, but regular, contact with the EFP office, all expressing the urgent need in their respective countries for the EFP programs. However, a combination of lack of human and financial resources of the EFP-International and the respective interested parties in Africa, have, thus far made it not possible for us to bring EFP to Africa.
EFP in Turkey, Greece, Cyprus, China, India, Israel
A significant number of introductory seminars, workshops, and presentations on different EFP programs—EFP, YPN, CFCR, PLG, UBF—have been held at universities and public events (NGO-sponsored) in these countries in the course of the past 15 years.
PART III: EFP IMPACT
Research
For a review of the Education for Peace conceptual formulation, its methodology, field studies, and the research on EFP effectiveness please refer to Education for Peace Reader at: http://efpinternational.org/wp-content/uploads/2011/11/efp_reader.pdf
Appreciations
The children all over the world are in need of peace and security. On the occasion of the Summit devoted to the children, we recommend this program [EFP] to all nations for consideration, as a model of society oriented towards peace, cooperation, and development.
— From a letter addressed to the Special Session of the United Nations General Assembly on Children (8–10 May 2002) by the Government of Bosnia and Herzegovina through its Mission to UN in New York
“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.”
—The Senior Deputy High Representative, Ambassador Dr. Matei Hoffmann, 28 June 2000
“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, Secondary School, BiH (2001)
“In this project we learned many new things: new approaches to resolving conflicts, how to create our own lives, and how to make our own decisions. But the most important thing that we learned is to be at peace with ourselves and teach other people to be peaceful. Our society doesn’t have many projects like this.”
— Student, High School, BiH (2002)
“This project has changed our vision and worldview. I feel that the vision of every teacher and student in this school has been in some way changed through this project.”
— Literature Teacher, High School, BiH (2002)
“Before this project things were imposed in our classes, but with EFP we do it because we love it." — Student, Primary School, BiH (2003)
As an American peaceworker, I often find myself internally torn asunder by my role in a country (and a world) that seems to thrive in a state of violent conflict. The question I constantly wrestle with is: How do I bridge the gap between living out Martin Luther King, Jr.’s call to righteous indignation and Gandhi’s challenge to “be the change I wish to see in the world”? …For the past few months, I have been taught that conflict is unavoidable and is only destructive when one is unable to transform it in positive ways. Dr. Danesh’s rejection of this model and his proposal of UNITY as an alternative was quite invigorating. Personally, I find that working toward unity is much more life-giving than is conflict transformation.
— Robert Rivers, MA student, European University Centre for Peace and Conflict Studies (2005)
EFP provides a framework for achieving an advanced human society that is both practical and universal... I have always heard people say that ‘education is the key’ to creating a culture of peace. Before now though, no one seemed to have the right key that would actually open the lock. A ‘Culture of Peace’ is no longer an empty concept for me.
— Yolanda Cowan is a Rotary World Peace Scholar Studying in Paris and an Intern with in EFP Balkans (2004-2005)
What I have found in the EFP programs is thoroughly original and revolutionary. EFP represents an inspiring new approach—not only to peace education but also to almost all areas of social and cultural development. It incorporates new ways of thinking about conflict resolution, about leadership and political representation, and about social dynamics and relationships.
— Trent Newman, Intern from Australia January – June 2005
The EFP experience for the faculty of Boulder Prep was quite interesting. As the faculty began to see how students being taught from the perspective of peace in all subjects could cause dramatic changes in the outlook of our youth, the faculty themselves began to experience the beginnings of a paradigm shift. A paradigm shift, the whole world but especially our schools worldwide need to experience.
— Andre Adeli, Co-Founder and Co-Director, Boulder Preparatory High School Boulder, Colorado, USA (2006)
Education for Peace has provided me with a conceptual framework with which to study the world around me. I feel as though I can alter the architecture of my reality without tearing down its walls! In my work as a teacher, my students now take the lead role in developing comparative tools to evaluate their personal growth.
— Ron Doyle, Instructor, Boulder School (2006)
The three-day course was an inspiring and stimulating exploration into the potential of humanity to create peace through education and unity-based approaches. The course was an experiential example of what education for peace truly is— the first I have had as a graduate student of Peace Studies. Many professors and lecturers share their perspectives and approaches to peace and education for peace, yet Dr. Danesh is the first who created education for peace in our classroom. The three days were filled with deep listening, sharing, and dialogue, which not only enriched my learning experience but also my soul.
— Brittney Menzel, MA Student, European University Centre for Peace and Conflict Studies, Austria (2006)
I believe the uniqueness of the EFP Project, alongside its successful outcomes, can also inform educational policy and curriculum in many other communities in crisis; for example, Indigenous and minority communities.
— Sophia Close, researcher from Australia (2005-2006)
“This invaluable project was conceived in such a way that the soul-searching process of reflection which the participants undergo as the project unfolds—be they pupils, teachers, parents, administrators, ordinary school workers—results, largely speaking, as we have ascertained ourselves, in a heightened holistic awareness of the war period and its tragic consequences, and indeed triggers the desire amongst them to become authentic peace-makers, and precisely provides them with the necessary tools to achieve this goal….”
— Claude Kieffer Director, Department of Education, Organization for Security and Co-operation in Europe - BiH Mission (2009)
PART IV: EFP STRUCTURE
International Education for Peace Institute
The International Education for Peace Institute was founded in 2000 in Switzerland and later in Canada. The institute is a registered research, training, and community service under the Canadian Law. It is an independent, not-for-profit, association without any religious or political affiliation. EFP-International is accredited as an international NGO with the United Nations. The institute draws upon the expertise of an international faculty specialized in the fields of curriculum development, peace education, conflict resolution, political science, sociology, religious studies, law, and psychology. The faculty works closely with local educators, pedagogues, counselors, psychologists, sociologists, and administrators to develop and implement context-appropriate EFP Programs in their respective schools, families, and community institutions in various cultural contexts. A network of like-minded organizations: EFP–Balkans (Sarajevo), EFP–Canada (Victoria, Canada), and EFP-Mexico collaborate with EFP–International on research, training, community development, and consultancy work.
Education for Peace-Canada
Education fro Peace – Canada (EFP-Canada) is a federally registered charitable entity in Canada. It has its own Board of Directors, with Dr. Roshan Danesh as its president. EFP-International and EFP-Canada have collaborated in couple of projects, but there is an untapped opportunity for much expanded activity and fundraising, particularly with respect to the charity status of EFP-Canada.
Contact Information
Office of Information [email protected]
EFP-International (Canada) www.efpinternational.org
Victoria, BC, Canada
Education for Peace: Towards a Civilization of Peace
“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, Secondary School, Bosnia-Herzegovina (2001)
Vision
The greatest challenges before humanity at the start of the 21st century are conflict, violence, terrorism, and war along with their terrible consequences of poverty, disease, despair, environmental destruction, and poor leadership. These challenges are felt at all levels of human life—the family, school, community, society, and globally. While considerable resources have always been and still are spent to offset the costly ravages of conflict, violence, and war and to pay for the high price of military defense and security measures, there are relatively few programs dedicated to a systematic, sustained plan of action to educate children and youth in the principles of peace. Consequently, every new generation repeats the mistakes of former generations, and conflict and violence become permanent facets of human societies.
Paradoxically, our greatest opportunity at this time in history is the fact that we have sufficient resources to create a civilization of peace—united and diverse, equal and just, prosperous and benevolent, scientifically progressive and spiritually enlightened, technologically advanced and environmentally healthy. Education is the most essential tool for achieving this historic opportunity.
Peace and education are inseparable aspects of civilization. No civilization is truly progressive without education and no education system is truly civilizing unless it is based on the universal principles of peace. However, our schools have become increasingly conflicted and violent. School textbooks, and theories upon which their contents are based, are predominantly written from the perspective of conflict and “otherness.” While we rightly expect schools to be safe and stress-free environments, in reality they are the opposite—unsafe and stressful. Our schools, therefore, inadvertently promote a culture of conflict and violence and their students do not learn the ways of peace. The Education for Peace (EFP) program is one effort to respond to these monumental challenges and opportunities.
EFP Program in Bosnia-Herzegovina
The International Education for Peace Institute (EFP-International) is a research, training, development, and service institution dedicated to the cause of peace. EFP-International began its work in June 2000 by launching a two-year pilot project of Education for Peace in three primary and three secondary schools in Bosnia and Herzegovina (BiH), with the participation of more than 400 teachers and school staff, 6,000 students and their parents/guardians.
The project had the support of education ministries, municipal leaders, and international authorities. The primary aim of the project was to create a culture of peace, a culture of healing, and a culture of excellence within and among the participating school communities representing the three main ethnic populations—Bosniak (Muslim), Croat (Catholic), and Serb (Orthodox Christianity)—in the highly conflicted post-war Bosnia and Herzegovina.
The pilot program yielded significant positive results and gained the recognition and endorsement of all participating school communities, the BiH Ministry of Foreign Affairs, all thirteen BiH Ministries of Education and eight Pedagogical Institutes, as well as the International Community in BiH, including the Office of the High Representative (OHR) and the Organization for Security and Co-operation in Europe (OSCE). The BiH government subsequently invited EFP-International to create a strategy for introduction of its programs in all schools in the country.
By 2006, The EFP Program has been implemented in some 112 schools with approximately 80,000 students; 5,000 teachers, school staff, and administrators; and thousands of parents/guardians. Currently, a 5-year plan (2007–2012) is underway with the aim of incorporating the EFP Curriculum into the BiH education reform process, thus involving all 2,200+ schools with about 1.5 million students and 110,000 teachers and school staff in the study of all subjects from grades 1–12 within the parameters of peace.
Simultaneously with this process, EFP Programs have been introduced into several other countries including Bermuda, Canada, Malawi, and the United States. Currently many requests are being received to introduce EFP programs to many more communities in Africa, Americas, Asia, and Europe.
A Unique Curriculum
The EFP Integrative Curriculum is based on three premises:
(1) unity, not conflict, is the main force in human relationships;
(2) worldview is the main framework within which all human individual and group behaviour takes shape; and
(3) peace is the main outcome of a unity-based worldview.
In the EFP Curriculum, the concept of worldview is defined as the framework within which we understand the nature of reality, human nature, the purpose of life and laws governing human relationships. The concept also includes issues of personal and group identity and narrative.
The Education for Peace Integrative Curriculum comprises the three major areas of focus necessary for the creation of a civilization of Peace: peace-based education, peace-based leadership, and peace-based conflict resolution. Currently, the EFP Curriculum comprises eleven volumes covering a wide range of peace-related issues. (See the list of EFP publications on: www.efpinternational.org.)
Types of Programs Offered
The International Education for Peace Institute develops and offers effective, context-specific, peace-based programs specifically designed to address the requirements of a civilization of peace wherever these programs are applied. Among these programs are: Education for Peace (EFP) for students of all ages, Leadership for Peace (LFP) for community leaders, Youth Peacebuilders Network (YPN) for youth and young adults, and Conflict-Free Conflict Resolution (CFCR) for all individuals engaged and interested in peace-based conflict resolution.
Faculty
The Faculty of EFP-International comprises experts in fields of education, psychology, law, conflict resolution, political science, history, religion, peace studies and sociology. A large cadre of educators from various countries with a minimum of two years of intensive training in EFP concepts and methodologies complement the faculty. EFP Training programs of EFP-International are administered by the Academic Council of EFP-International.
Appreciations
“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.”
—The Senior Deputy High Representative of Bosnia-Herzegovina, Ambassador Dr. Matei Hoffmann, 28 June 2000
“This project has changed our vision and worldview. I feel that the vision of every teacher and student in this school has been in some way changed through this project.”
— Literature Teacher, High School, BiH (2002)
“Before this project things were imposed in our classes, but with EFP we do it because we love it.”
— Student, Primary School, BiH (2003)
"What I have found in the EFP programs is thoroughly original and revolutionary. EFP represents an inspiring new approach—not only to peace education but also to almost all areas of social and cultural development. It incorporates new ways of thinking about conflict resolution, about leadership and political representation, and about social dynamics and relationships."
— Trent Newman, Intern from Australia, January – June 2005
"The EFP experience for the faculty of Boulder Prep was quite interesting. As the faculty began to see how students being taught from the perspective of peace in all subjects could cause dramatic changes in the outlook of our youth, the faculty themselves began to experience the beginnings of a paradigm shift. A paradigm shift, the whole world but especially our schools worldwide need to experience."
— Andre Adeli, Co-Founder and Co-Director, Boulder Preparatory High School Boulder, Colorado, USA (2006)
“This invaluable project was conceived in such a way that the soul-searching process of reflection which the participants undergo as the project unfolds—be they pupils, teachers, parents, administrators, ordinary school workers—results, … as we have ascertained ourselves, in a heightened holistic awareness of the war period and its tragic consequences, and indeed triggers the desire amongst them to become authentic peace-makers, and precisely provides them with the necessary tools to achieve this goal….”
— Claude Kieffer Director, Department of Education, Organization for Security and Co-operation in Europe (OSCE) - BiH Mission (2009)
About the International Education for Peace Institute
The International Education for Peace Institute is a registered research, training, and community service under Canadian law. It is an independent, not-for-profit, association without any religious or political affiliation. EFP-International draws upon the expertise of an international faculty specialized in the fields of curriculum development, peace education, conflict resolution, political science, sociology, religious studies, law, and psychology. The faculty works closely with local educators, pedagogues, counselors, psychologists, and administrators to develop and implement context-appropriate EFP Programs in their respective schools and institutions in various cultural contexts.
"The children all over the world are in need of peace and security. On the occasion of the Summit devoted to the children, we recommend this program [EFP] to all the nations for consideration, as a model of society oriented towards peace, cooperation, and development."
— Government of Bosnia and Herzegovina through its Mission to the United Nations in New York
Vision
The greatest challenges before humanity at the start of the 21st century are conflict, violence, terrorism, and war along with their terrible consequences of poverty, disease, despair, environmental destruction, and poor leadership. These challenges are felt at all levels of human life—the family, school, community, society, and globally. While considerable resources have always been and still are spent to offset the costly ravages of conflict, violence, and war and to pay for the high price of military defense and security measures, there are relatively few programs dedicated to a systematic, sustained plan of action to educate children and youth in the principles of peace. Consequently, every new generation repeats the mistakes of former generations, and conflict and violence become permanent facets of human societies.
Paradoxically, our greatest opportunity at this time in history is the fact that we have sufficient resources to create a civilization of peace—united and diverse, equal and just, prosperous and benevolent, scientifically progressive and spiritually enlightened, technologically advanced and environmentally healthy. Education is the most essential tool for achieving this historic opportunity.
Peace and education are inseparable aspects of civilization. No civilization is truly progressive without education and no education system is truly civilizing unless it is based on the universal principles of peace. However, our schools have become increasingly conflicted and violent. School textbooks, and theories upon which their contents are based, are predominantly written from the perspective of conflict and “otherness.” While we rightly expect schools to be safe and stress-free environments, in reality they are the opposite—unsafe and stressful. Our schools, therefore, inadvertently promote a culture of conflict and violence and their students do not learn the ways of peace. The Education for Peace (EFP) program is one effort to respond to these monumental challenges and opportunities.
EFP Program in Bosnia-Herzegovina
The International Education for Peace Institute (EFP-International) is a research, training, development, and service institution dedicated to the cause of peace. EFP-International began its work in June 2000 by launching a two-year pilot project of Education for Peace in three primary and three secondary schools in Bosnia and Herzegovina (BiH), with the participation of more than 400 teachers and school staff, 6,000 students and their parents/guardians.
The project had the support of education ministries, municipal leaders, and international authorities. The primary aim of the project was to create a culture of peace, a culture of healing, and a culture of excellence within and among the participating school communities representing the three main ethnic populations—Bosniak (Muslim), Croat (Catholic), and Serb (Orthodox Christianity)—in the highly conflicted post-war Bosnia and Herzegovina.
The pilot program yielded significant positive results and gained the recognition and endorsement of all participating school communities, the BiH Ministry of Foreign Affairs, all thirteen BiH Ministries of Education and eight Pedagogical Institutes, as well as the International Community in BiH, including the Office of the High Representative (OHR) and the Organization for Security and Co-operation in Europe (OSCE). The BiH government subsequently invited EFP-International to create a strategy for introduction of its programs in all schools in the country.
By 2006, The EFP Program has been implemented in some 112 schools with approximately 80,000 students; 5,000 teachers, school staff, and administrators; and thousands of parents/guardians. Currently, a 5-year plan (2007–2012) is underway with the aim of incorporating the EFP Curriculum into the BiH education reform process, thus involving all 2,200+ schools with about 1.5 million students and 110,000 teachers and school staff in the study of all subjects from grades 1–12 within the parameters of peace.
Simultaneously with this process, EFP Programs have been introduced into several other countries including Bermuda, Canada, Malawi, and the United States. Currently many requests are being received to introduce EFP programs to many more communities in Africa, Americas, Asia, and Europe.
A Unique Curriculum
The EFP Integrative Curriculum is based on three premises:
(1) unity, not conflict, is the main force in human relationships;
(2) worldview is the main framework within which all human individual and group behaviour takes shape; and
(3) peace is the main outcome of a unity-based worldview.
In the EFP Curriculum, the concept of worldview is defined as the framework within which we understand the nature of reality, human nature, the purpose of life and laws governing human relationships. The concept also includes issues of personal and group identity and narrative.
The Education for Peace Integrative Curriculum comprises the three major areas of focus necessary for the creation of a civilization of Peace: peace-based education, peace-based leadership, and peace-based conflict resolution. Currently, the EFP Curriculum comprises eleven volumes covering a wide range of peace-related issues. (See the list of EFP publications on: www.efpinternational.org.)
Types of Programs Offered
The International Education for Peace Institute develops and offers effective, context-specific, peace-based programs specifically designed to address the requirements of a civilization of peace wherever these programs are applied. Among these programs are: Education for Peace (EFP) for students of all ages, Leadership for Peace (LFP) for community leaders, Youth Peacebuilders Network (YPN) for youth and young adults, and Conflict-Free Conflict Resolution (CFCR) for all individuals engaged and interested in peace-based conflict resolution.
Faculty
The Faculty of EFP-International comprises experts in fields of education, psychology, law, conflict resolution, political science, history, religion, peace studies and sociology. A large cadre of educators from various countries with a minimum of two years of intensive training in EFP concepts and methodologies complement the faculty. EFP Training programs of EFP-International are administered by the Academic Council of EFP-International.
Appreciations
“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.”
—The Senior Deputy High Representative of Bosnia-Herzegovina, Ambassador Dr. Matei Hoffmann, 28 June 2000
“This project has changed our vision and worldview. I feel that the vision of every teacher and student in this school has been in some way changed through this project.”
— Literature Teacher, High School, BiH (2002)
“Before this project things were imposed in our classes, but with EFP we do it because we love it.”
— Student, Primary School, BiH (2003)
"What I have found in the EFP programs is thoroughly original and revolutionary. EFP represents an inspiring new approach—not only to peace education but also to almost all areas of social and cultural development. It incorporates new ways of thinking about conflict resolution, about leadership and political representation, and about social dynamics and relationships."
— Trent Newman, Intern from Australia, January – June 2005
"The EFP experience for the faculty of Boulder Prep was quite interesting. As the faculty began to see how students being taught from the perspective of peace in all subjects could cause dramatic changes in the outlook of our youth, the faculty themselves began to experience the beginnings of a paradigm shift. A paradigm shift, the whole world but especially our schools worldwide need to experience."
— Andre Adeli, Co-Founder and Co-Director, Boulder Preparatory High School Boulder, Colorado, USA (2006)
“This invaluable project was conceived in such a way that the soul-searching process of reflection which the participants undergo as the project unfolds—be they pupils, teachers, parents, administrators, ordinary school workers—results, … as we have ascertained ourselves, in a heightened holistic awareness of the war period and its tragic consequences, and indeed triggers the desire amongst them to become authentic peace-makers, and precisely provides them with the necessary tools to achieve this goal….”
— Claude Kieffer Director, Department of Education, Organization for Security and Co-operation in Europe (OSCE) - BiH Mission (2009)
About the International Education for Peace Institute
The International Education for Peace Institute is a registered research, training, and community service under Canadian law. It is an independent, not-for-profit, association without any religious or political affiliation. EFP-International draws upon the expertise of an international faculty specialized in the fields of curriculum development, peace education, conflict resolution, political science, sociology, religious studies, law, and psychology. The faculty works closely with local educators, pedagogues, counselors, psychologists, and administrators to develop and implement context-appropriate EFP Programs in their respective schools and institutions in various cultural contexts.
"The children all over the world are in need of peace and security. On the occasion of the Summit devoted to the children, we recommend this program [EFP] to all the nations for consideration, as a model of society oriented towards peace, cooperation, and development."
— Government of Bosnia and Herzegovina through its Mission to the United Nations in New York
