Category Archives: EDUCATION FOR PEACE

“Overturning the system with its own weapons”: how the *Orchestre du Nouveau Monde* (New World Orchestra) became one of the faces of social movements

… EDUCATION FOR PEACE …

An article from BFM TV

Founded five years ago, this association of young musicians campaigns for social and climate justice. In this same spirit, the *Orchestre du Nouveau Monde* supports the high school student movement and is participating in the strike on November 5.


Étienne Jarrier, conductor of the *Orchestre du Nouveau Monde*, leads the hundred or so musicians gathered at the Place de l’Hôtel-de-Ville in Paris, France, on October 13, 2026. Midday, the *Orchestre du Nouveau Monde* performed at the Place de l’Hôtel-de-Ville in solidarity with the high school student movement. – Eric Broncard / Hans Lucas / Hans Lucas via AFP

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(Click here for the French version of this article)

 

Question related to this article:

What place does music have in the peace movement?

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October 17, Place de la République, Paris. The *Orchestre du Nouveau Monde* set up there a good two hours before the demonstration against the high cost of living and austerity began. Bringing classical music into social struggles and politicizing it—this is the mantra of these young musicians, whose average age is around 24, who turned out in force to support the social movement.

Several pieces were performed that day. The “soundtrack of the revolution” included music from “Hunger Games”, “Star Wars” ou encore “Avengers”., among others. Surrounding the musicians were enthusiastic protesters—some there to listen, others to participate—following the cues of the conductor, Étienne Jarrier, who also serves as the public face of the association.

Like other protesters present that day, the “Orchestre du Nouveau Monde” (New World Orchestra) was targeted with tear gas. With reddened eyes and tears welling up, they valiantly continued their performance—until, eventually, the tear gas proved too much. The image made headlines around the world.

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Education protests in Europe

. EDUCATION FOR PEACE .

A press survey by CPNN

Students and teachers have been joined by trade unions and other organizations to demand support for education in Western Europe, beginning in France and spreading to other neighboring countries. Here are photos of their demonstrations.


Belgium


Demonstrators take part in a students’ protest in Brussels, Belgium, on October 17, 2026. YVES HERMAN / REUTERS High school students have staged protests in recent weeks against higher university registration fees, but Interior Minister Bernard Quintin blamed the troubles on “organized violence.”

France, Marseilles


October 8, 2026. Massive demonstration by high school students in the streets of Marseille (France).

France, Nantes


High-school students march in Nantes, western France, amid nationwide protests on October 13, 2026. © Sébastien Salom-Gomis, AFP. French students staged another day of nationwide protests on Tuesday (October 13) over poor school conditions, including teacher shortages and dilapidated buildings, vowing to keep up the pressure ahead of half-term holidays. Around 480,000 protesters joined in on the demonstrations

France, Paris


French Students Rally at Bastille Square in Paris. Demand Education Reforms. Streamed live on 8 Oct 2026. More than 250,000 people took to the streets across France to demand increased funding for schools, as a growing student-led protest movement puts pressure on the government. Police fired tear gas in Paris and other cities after some demonstrations turned confrontational. The protests began with high school students demanding better facilities, more staff, and improved resources but have now grown into a nationwide movement.

France, Rennes


Students chant slogans during a march to protest against under-resourced schools in Rennes, Brittany, on October 13, 2026. © Jeremias Gonzalez, AP. Tens of thousands of people joined rallies across France on Tuesday to support protesting high school students, boosting a movement that poses a major challenge to President Emmanuel Macron as his term in office winds down. Unions helping organise Tuesday’s rallies put the countrywide turnout at 480,000.


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Questions related to this article:

How effective are mass protest marches?

Is there a renewed movement of solidarity by the new generation?

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France, Strasbourg


A student demonstration in Strasbourg, eastern France, on October 6, 2026. University students and high school pupils took part in protests in the city amid growing tensions over government policies and education-related measures. The demonstration later escalated into clashes between protesters and police in central Strasbourg.

Germany


October 18, Around 300 students march through Berlin, Germany, in solidarity with French students demanding better education conditions. Demonstrators also protest education cuts in Germany and compulsory military service, with some chanting in support of Palestine

Italy


16 Oct 2026. Europe’s student protests reach Italy. Hundreds of students march to the Education Ministry building in Rome. Italian riot police have surrounded the Education Ministry. The unrest is part of the larger wave of student demonstrations erupting across Europe.

Portugal


Across Portugal, thousands of teachers, parents, and community members joined a national mobilisation to defend public education and demand urgent action to address the growing teacher shortage. Under the banner of Education International’s Go Public! Fund Education campaign, the National Federation of Teachers FENPROF organised a nationwide caravan that brought the debate directly into schools, towns and cities, reinforcing the call for greater investment in public education and the teaching profession. Travelling more than 2,500 kilometres through all 18 districts of mainland Portugal and the autonomous regions of the Azores and Madeira, the caravan underlined: “We are teachers, we shape the future! Value us — now!”

Spain


Teachers in Spain’s Madrid region have launched an indefinite strike, demanding better pay, fewer teaching hours and improved working conditions. The protests took place in central Madrid on October 14, 2026, as police clashed with student protesters at Complutense University. Teachers are seeking an additional €600 per month, fewer classroom hours and smaller class sizes. Primary school teacher Isabel Sanz said educators in Madrid are among the lowest-paid in Spain despite the region being one of the country’s most expensive places to live. The regional government said 44.6% of Madrid’s 65,000 teachers joined the strike, while the Comisiones Obreras trade union put first-day participation at 70%. Protesters also raised concerns about underfunding at public universities and the expansion of private education.

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Universal Peace: A Cosmic Coincidence?

. EDUCATION FOR PEACE .

An article sent to CPNN from J.S. Sadin

In 2015 I needed to accurately reproduce a peace sign for a project. Searching the Internet for imagery I selected a thick lined peace sign posted on Wikimedia Commons representing the iconic image from the 1960s anti-war movement. A few measurements led to A Proportional Peace Sign specification enabling anyone to create a peace sign of any size. (image 1 below)

Later I learned the peace sign was originally created in 1958 by an English graphic designer, Gerald Holtom. It was adopted as the British Campaign for Nuclear Disarmament logo. Holtom based his design on a composite of the semaphore flag positions for the letters ’N’ (a downward facing ‘V’) and ‘D’ (a vertical line) for Nuclear Disarmament, all within a circle.


(click on image to enlarge)

In 2024 I heard NASA positioned the James Web Space Telescope on the opposite side of Earth from the Sun, at a location in space called Lagrange point 2 (L2), because L2 is a gravitationally stable point in space, which means it takes minimal fuel to keep the Web telescope (or any satellite) correctly positioned.

There are five Lagrange points on or near the orbit of Earth around the Sun. It turns out there are also five unique Lagrange points like this on and near the orbit of each planet in our solar system, and the orbit of every planet orbiting every star in the Universe, because the laws of physics defining Lagrange points are universal. (image 2 above)

Lagrange point history began around 1750, when Lagrange points L1, 2 and 3 were discovered by Leonhard Euler, a Swiss mathematician. The remaining Lagrange points, L4 and 5, were then discovered a decade later by Joseph-Louis Lagrange, the Italian mathematician, physicist and astronomer, who later worked out the details in his “three-body problem” essay, published in 1772.

Question related to this article:
 
Can popular art help us in the quest for truth and justice?

Nearly two centuries later, in the late 1950’s, the post-war nuclear arms race was well underway. Average people began pushing back against the existential danger posed by the proliferation of nuclear weapons. Gerald Holtom’s Campaign for Nuclear Disarmament logo could have been based on any number of things, but his creative decision to combine elements of the semaphore system used for nautical and emergency communication led to what eventually became the iconic peace sign.

It’s notable that these unrelated histories, separated by hundreds of years, produced remarkably similar symbols: one intentionally, the other inherently. Many of us might not even notice the differences; a coincidence that nearly defies explanation: What are the odds that a peace sign, a symbol representing the absence of war, would exist in every two-body system in the Universe?

Today, the changes we’re witnessing on the world stage are jarring and disruptive. The international rules- based order established eighty years ago by the U.S. after WWII is faltering, and mid-power nations are reconsidering security alliances thought to be iron clad. They know historically chaos can breed chaos, forcing some to begin rearming while Russia, China and America eye regional opportunities created by events, increasing the odds of conflict.

Life is the animate of the inanimate of the infinite, existing only on Earth. By any measure life is the most precious thing in the Universe. The next war this world is capable of delivering upon itself would be devastating to civilization and higher forms of life. And while the world will turn with or without us, we have a stake in humanity’s future for our children and their children’s children. All of us living today owe our descendants a peaceful clean planet, and peace is the precondition to equitably share the only world we may ever know.

A coincidental symbol resembling Holtom’s original may simply be a sign more peace is our only hope. (image 3 below)

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Southeast Europe: Final conference ”Innovators lab: GenZs Game-Based Peacebuilding”

… EDUCATION FOR PEACE …

An article from SALTO-youth

Conference – Symposium – Forum

2-4 November 2026 | Penik, Bulgaria

This event is designed as a comprehensive platform for the consortium to widely disseminate the results of their innovative work in game-based peace-building methodologies

InnovatorsLab: Gen Z’s Game-Based Peace Building is a transformative initiative empowering Generation Z to lead peacebuilding efforts through creativity, technology, and play. Backed by the Erasmus+ Programme, our cross-border project unites organizations from Bulgaria, Romania, Turkey, Georgia, and Armenia to co-develop groundbreaking methods in conflict transformation. We believe that Gen Z learns differently—they are digital natives, collaborative thinkers, and value-driven. Our mission is to create interactive, gamified, and impactful educational tools that resonate with their needs while building a culture of peace.

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Question for this article:

Where can we find games for peace?

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KEY ELEMENTS: 

Opening Session and Project Results – Presentation of the project journey, key milestones, activities, and achievements. Participants will be introduced to the main outputs, including the educational modules, toolkit, and resources developed throughout the project.

2. Peace Escape Room Demonstration – A live demonstration of the Peace Escape Room created during the project. Young people will participate in the activity while facilitators explain its educational objectives, methodology, and learning outcomes.

3. Panel Discussion: Innovation in Peacebuilding – Interactive discussion with youth workers, educators, and stakeholders on the role of game-based learning and innovative approaches in promoting peace, dialogue, and social cohesion.

4. Working Groups and Future Recommendations – Participants will work in small groups to explore how the project’s methodologies, share tools and best practices that can be applied in local communities and organisations. Key recommendations and ideas for future cooperation will be collected and presented.

5. Networking Reception – The conference will conclude with a networking session and cocktail reception, providing opportunities for participants to exchange experiences, build partnerships, and discuss future initiatives.
 
More information can be found here. 

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Peru: Second Conference “Peace Mediators: Containment, Dialogue and Conflict Resolution”

… EDUCATION FOR PEACE …

An article from the Government of Peru

From September 15 to 17, the II Strengthening Workshop “Peace Mediators: Tools to Contain, Dialogue and Resolve Conflicts” was aimed at strengthening students’ abilities to deal with these situations peacefully and contribute to a school environment based on respect, empathy and dialogue.

During the sessions, students and teachers from public and private educational institutions in the jurisdiction participated in games, group dynamics, reflection and awareness activities, designed to promote socio-emotional skills and provide tools for the prevention and initial attention to situations of tension in the school environment.

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(Click here for the Spanish original of this article)

Question for this article:

Mediation as a tool for nonviolence and culture of peace

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In addition, knowledge was strengthened on the application of initial Psychological First Aid (PFA) tools , as well as strategies for assertive communication, active listening and peaceful conflict resolution, which are fundamental to building healthy relationships and safe and inclusive educational spaces.

On the last day of the event, the valuable collaboration of Aprender Sin Barreras (Learning Without Barriers) was secured. This organization was in charge of a presentation and the development of group dynamics that enriched the participants’ training experience, promoting reflection and commitment to a culture of peace from educational institutions.

This initiative reaffirms the commitment of UGEL 02 La Esperanza to strengthening school coexistence, promoting the active participation of students as agents of change capable of mediating, dialoguing and contributing to the resolution of minor conflicts in their educational communities.

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Mexico: The 19th International Poster Biennial brings together creators from 80 countries around the culture of peace

EDUCATION FOR PEACE .

An article from The Government of Mexico (translation by CPNN)

With representation from 80 countries, the 19th International Poster Biennial in Mexico (BICM) will hold its central days from October 22 to 25, 2026, within the framework of the 19th Art & Culture of Peace Festival, which will bring together exhibitions, conferences, workshops, music and film in different spaces in Mexico City.

The Ministry of Culture of the Government of Mexico supports this edition through the Support for Cultural and Artistic Festivals (Profest) program, and it is part of the National Circuit of Festivals for Peace. Its venues include the Library of Mexico, the Vasconcelos Library, and the Digital Culture Center (CCD).

During the program’s presentation at the Multipurpose Forum of the Library of Mexico, the director of the BICM, Javier Bermúdez, pointed out that the culture of peace, the central theme of this edition, continues the reflection that the Biennial has maintained since 1990: ecology, justice, inclusion, tolerance, and respect. “For us, this theme of a culture of peace is not just a slogan,” he stated.

The awards ceremony and opening of the 19th BICM will take place on October 22nd at the Library of Mexico, featuring an exhibition of the finalist works. The proposals employ diverse graphic languages and present the poster as a space for dialogue and collective reflection.

The Vasconcelos Library is hosting nine keynote lectures and ten workshops, selected through a portfolio review process, from over 200 students across Mexico. The program will feature prominent figures in design and illustration, including Isidro Ferrer, Craig Frazier, Byoung-Il Sun, Annik Troxler, Karine Savard, Alejandro Magallanes, Eduardo Terrazas, and Yuko Shimizu.

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(Click here for the original Spanish version of this article.)

Question for this article:

Do the arts create a basis for a culture of peace?

Is there progress towards a culture of peace in Mexico?

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From October 24 to November 9, the Digital Culture Center will present Drawing Peace: 100 Latin American and Caribbean posters, with graphic proposals focused on coexistence, rights, justice, solidarity, and social transformation.

Poland, a historical benchmark for poster biennials, will be present with the exhibition Mazovia, Poland–Mexico City, Mexico: Ties of Friendship. The program also includes collaborations with Japan, South Korea, and Taiwan. 

As part of the commemoration of 200 years of diplomatic relations between Mexico and France, the Museum of Foreign Affairs will present, from October 16 to November 27, “Mexico and France, 200 Years of Friendship: Visual Letters Sent from One Shore to the Other,” an exhibition in which artists from both countries reinterpret cultural references from the other.

Veracruz, guest of honor 

Veracruz will participate as guest of honor with music, film, puppetry, visual arts, and design. The event includes a showcase from the Veracruz Film Archive, activities for children, and graphic design projects by national and international artists.

On October 22, the Esperanza Iris City Theater will host Jarocho Son, featuring Son de Madera, Son Ellas and guest artists, in a dialogue between Veracruz musical tradition and contemporary languages.

Flamenco dancer and choreographer Ericka Suárez, representative of Jarocho SON, explained that the project combines son jarocho and traditions from the Sotavento and Huasteca regions with jazz, flamenco, and other contemporary expressions. “An exploration of our past to design the future of our music,” she said.

On October 25, the Xalapa Symphony Orchestra of the Veracruzana University, under the direction of Martin Lebel, will close the Festival at the Esperanza Iris City Theater. The program will include Mexico City, by Mexican composer Diana Syrse, and Symphony No. 5 by Gustav Mahler.

Founded in 1990, the International Poster Biennial in Mexico is a platform for exchange around graphic design and visual culture, and a space to reflect on social issues through posters.

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Sri Lanka: Eastern University and the making of a culture of peace

… EDUCATION FOR PEACE …

An article by Jehan Perera from the National Peace Council of Sri Lanka

There is an important change in the way peace is being understood in Sri Lanka. The notion that peacebuilding is not simply the responsibility of governments, politicians and peace organisations, but is also a responsibility of educational institutions, appears to be permeating the consciousness of at least a section of the academic community. This was visible on International Peace Day at an event held at Eastern University by the Faculty of Health-Care Sciences. The event was unusual not least because the medical and nursing faculty of the university had decided that peacebuilding was relevant to its academic and professional responsibilities.

Peacebuilding has too often been treated as something undertaken after conflict, when the fighting has stopped and the immediate task is to rebuild relationships between communities. But peace cannot be sustained by governments and peace organisations alone. If it is to become long lasting, the values and practices of peace have to become part of the institutions through which a society educates its younger generations. Universities and other educational institutions are therefore important to peacebuilding. They are among the places where the foundations of a culture of peace can either be built or neglected.

The experience of the Faculty of Health-Care Sciences at Eastern University provides a practical example of what this can mean. Led by its Dean, Prof Thillainathan Sathaananthan, the faculty organised an event which went beyond the ordinary academic scope of a medical faculty. University academics are experts in writing project proposals and applying for research grants. On this occasion, the members of the Faculty of Health-Care Sciences used those skills to apply for a UNESCO grant that they won to conduct an International Peace Day event. The significance lies less in the Rs 200,000 grant than in the decision to use the university’s institutional capacity and resources to invest in peacebuilding. The event at Eastern University needs to be understood as more than a successful university programme. It represents a possible paradigm shift in peace thinking. 

Institutional Commitment


The Peace Day event obtained the support of the university administration, including Vice Chancellor Prof P Peratheepan, and reached out to secondary schools in the vicinity to mobilise their attendance. The event itself was meticulously organised. There were cultural items including traditional and modern dance and song in the three languages, performed by combinations of solo, duet and multiple singers, dancers and actors drawn in part from nearby secondary schools. There was a panel discussion by senior academics on the general theme of peacebuilding and how to prepare for it. A discussion among the students followed, where each student spoke on behalf of a religion that was not theirs. This is significant because peacebuilding cannot remain an idea discussed by specialists at conferences. It has to become part of the way institutions educate and prepare people for life in a plural society.

The Faculty of Health-Care Sciences at Eastern University has provided a model through its Peace Medicine course modules that were introduced to the curricular as a compulsory core course over 10 years ago. Two senior academics, Dr Kuveriel Eliyas Karunakaran and Dr Thillainathan Sathaananthan, have written a book on “Peace Medicine- A Health Care Concern” that was published five years ago. Its Peace Medicine Module integrates principles of medical ethics, compassion, equity, social justice and community engagement into health education and practice. In his introduction, former Vice Chancellor of Eastern University, Prof T Jayasingam noted “This book is an introduction to a theme which had already been operating in the Faculty of Health Care Sciences as a course.”

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Questions for this article:

What is the relation between peace and education?

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Doctors, nurses and health workers know better than anyone the harm that war and violence does. They are the people who treat the wounds and trauma that violence leaves behind. In a hospital, a patient is not asked what their religion or ethnicity is before they are treated. Health care is one of the places where peace is practised every day. The Faculty has therefore found a way of connecting its professional responsibilities with the wider social responsibility of peacebuilding. The question is whether this experience can be replicated throughout the country, at universities and at other educational institutions, so that peacebuilding becomes part of the consciousness of education itself. If that happens on a sufficient scale, it can begin to generate a culture of peace that becomes increasingly difficult to reverse.

Local Action


The Eastern University event corresponded closely to the United Nations theme for this year’s International Day of Peace, “Invest in Peace – For Everyone, Everywhere, Every Day”, which honours the “everyday architects of peace”, people driving local action, laying the groundwork for stability and building lasting peace from the ground up. The emphasis on investment is important. An investment means that something is put in: time, courage and resources. There is no more violent conflict in Sri Lanka today. But the absence of war does not automatically produce a culture of peace. The factors that fed the country’s conflict have not disappeared from the world. Racism, corruption and the violation of laws and human rights are the raw materials of conflict. So too are unresolved grievances, discrimination and the failure to recognise the suffering of others.

A country that does not deal with its past does not escape it. The past can return in the next generation. This is why the experience of Eastern University needs to be replicated countrywide, both at universities and at other educational institutions. The objective should not be to turn every academic discipline into peace studies. Rather, peacebuilding needs to become part of the consciousness of education itself. Eastern University shows that a medical faculty can develop Peace Medicine. A law faculty can examine the relationship between justice, rights and peace. Faculties of education can prepare teachers to work in diverse communities, while the humanities and social sciences can examine the different narratives through which communities understand their histories. Every institution can find its own way of making peacebuilding relevant to what it teaches.

Sri Lanka has had many declarations, pledges and programmes in the past. What matters is whether these produce changes in behaviour and institutional practice. Peacebuilding requires confronting difficult issues rather than avoiding them. It requires respect for different identities, but also engagement across those identities. It requires dealing with grievances in the present while also addressing unresolved issues from the past. It requires truth, accountability, reparations and guarantees of non-recurrence. It requires people to learn that the rights of another community do not diminish their own rights. The International Peace Day event at Eastern University was evidence of a change in the way at least some academics in a part of the country deeply affected by war are thinking about their responsibilities. Peace needs to be invested in and the most important investment will be in the minds of those who will inherit the future.

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Koulikoro, Mali: 80 educators trained to strengthen peace in schools

EDUCATION FOR PEACE .

An article by Studio Tamani

A workshop focused on the culture of peace, social cohesion, and the integration of internally displaced children opened this Monday, August 24, in Koulikoro.


Training of educators in Koulikoro on strengthening peace in schools, August 24, 2026. Photo credit: Studio Tamani

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Question for this article:

Where is peace education taking place?

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Over the course of five days, 80 educators—including school principals and parents—will build their capacity regarding school safety, the integration of displaced children, and the improvement of learning outcomes.

The event is organized by the Koulikoro Education Academy with support from JCA [Japanese Agency for International Cooperation], through UNICEF.

(Click here for the original version of this article in French)

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World Council of Churches Peace treatise: “If you want peace, go and talk to your enemy”

EDUCATION FOR PEACE .

An aticle from the World Council of Churches

The editorial team of Ralf Becker, Rev. Karen Hinrichs, Prof. Dr Heinrich Schäfer, and Dr Theodor Ziegler are presenting “If you want peace, go and talk to your enemy: An Ecumenical Peace Treatise–2026.”

Published as a special volume in the “edition pace” series, the publication is being presented in cooperation with the Ecumenical Peace Network and enhanced by a preface by Dr. Konrad Raiser.

Through the concept of “peace logic,” the book points to ways in which conflicts could be resolved through diplomacy and civil conflict resolution, and wars may be prevented. 


The document aims to provide Christians and humanists with a clear, ethical orientation toward peace. It calls for an unequivocal commitment to military disarmament and for all states to join the UN Treaty on the Prohibition of Nuclear Weapons in times of massive rearmament. It notes that churches, in particular, can be a strong, clear voice for peace and contribute to building a culture of peace.

Coeditor Schäfer said that the treatise attempts to offer the perspective of grassroots organizations. “Within the team, we first decided to orient ourselves closely to the prophetic-Jesus tradition, following the example of the prophet Micah and the Sermon on the Mount,” he said. When viewed in the light of their original context, the teachings of the Sermon on the Mount contain clear, practical recommendations even for policymakers on how to prevent violence. “This theology is most in line with grassroots Christian movements, but of course aiming at the entire church. These theological reflections were complemented by a critique of the “myth of redemptive violence” by the American theologian Walter Wink. Finally, we incorporated a political science perspective through Hanne-Margret Birckenbach’s ‘Peace Logic.’ ”

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Question for this article:

What are the most important books about the culture of peace?

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Schäfer described how all of this was repeatedly discussed and expanded upon over the course of about half a year in online plenary sessions as well as among individual plenary members. “In this way, more ideas came to light during the editorial process than initially anticipated, such as the perspective of the churches in East Germany, documents from the World Council of Churches (WCC) and the Vatican, and theological input provided by historic peace churches,” he said.

Schäfer also noted that, when it comes to secular ethics, there are various points of connection.

“The program of strengthening grassroots initiatives, cooperating with secular peace actors, and fostering a culture of nonviolence—these strategies are entirely in line with our approach,” he said.

Spiritually speaking, the Sermon on the Mount contains more than just practical recommendations, he noted. “It also establishes prayer as a source of courage and points to the coming Kingdom of God,” he said. “Furthermore, the prophet Micah offers us a magnificent vision of the success of our commitment to peace: the beating of swords into plowshares.”

Schäfer noted that, first, the prophets’ call for justice and peace—as such, but not in its theological rationale—can be directly linked to the demands of secular ethics. “Nuclear armament has been an issue for the peace movement in Germany since the mid-1950s.”

The problem has been exacerbated today by the fact that the chancellor has decreed the purchase of nuclear-capable Tomahawk missiles for Germany, Schäfer notes. “This violates important international treaties, most notably the Two-Plus-Four Treaty, which is fundamental to the right of a united Germany to exist,” he said. “ The peace movement, however, is always at a disadvantage when faced with such decisions made without public or even parliamentary debate.”

“Despite everything, the challenge set forth by the prophets and Jesus—to speak to the enemy rather than threaten him—remains the best guide for those who seek peace,” concluded Schäfer.

Download a free copy of the book

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Brazil: Restorative Justice program trains educators to foster a culture of peace in municipal schools

. . DEMOCRATIC PARTICIPATION . .

An article by the Court of Justice of the State of Roraima

Teachers and administrators from the municipal school system completed a Restorative Justice training course on Friday, August 7. The program focused on implementing practices that encourage dialogue, active listening, and a culture of peace within schools.

The methodology employed by Restorative Justice aims to create spaces for dialogue, strengthen bonds, and contribute to conflict prevention and resolution. Valeska Carvalho, head of the Restorative Justice Unit—coordinated by Judge Marcelo de Oliveira of the Court of Justice of Roraima (TJRR)—explained that the goal is to prepare school professionals themselves to share the knowledge gained during the training with others.

“The intention is for them to be prepared to transfer this knowledge to their own environments—their schools. It was a 40-hour course where they learned about the ‘peace-building circles’ methodology, which is the approach we use in schools. This gives schools the autonomy to manage their own projects.”

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(Click here for the original article in Portuguese)

Discussion question

Restorative justice, What does it look like in practice?

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For those who have participated in previous sessions, the impact of the training is directly visible in daily school life. Teacher Conceição Rebouças, from the José David Feitosa Neto Municipal School, participated in a Restorative Justice training program for the third time; she notes that the practices she has learned have contributed to the children’s development.

“We have achieved good results at the school because the children are developing a culture of peace. Whenever we bring the experiences shared here and the guidelines we’ve worked on into the classroom, we notice the school making progress and seeing significant benefits—especially for the children,” she stated. According to the educator, student participation also demonstrates their interest in the activities developed based on the techniques they learned.

“The results are visible. Parents come to praise the work we do, and the children actually ask when we’ll be back in the classroom to apply the techniques learned in the course. So, that is rewarding for us,” she said.

The training also covered topics such as assertive communication, listening, mediation, and conflict resolution. For Adélio Gomes, a teacher at the Senador Darcy Ribeiro Municipal School, the knowledge gained expands the educators’ options for handling common situations in the school environment.

“This is a very comprehensive course that teaches us how to communicate and listen correctly. Often, we listen but interrupt, without waiting for our colleague to finish speaking. We worked on assertive communication, conflict resolution, and how to act as mediators,” he explained.

Spanning 40 hours, the course took place over two weeks and introduced participants to the peace-building circles methodology.

Armed with this new knowledge, teachers and administrators return to their schools with tools they can apply in their daily routines—especially in conflict situations and in building relationships grounded in dialogue and listening.

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