Category Archives: EDUCATION FOR PEACE

Dominican Republic: Violence Reduction and Peace Culture Promotion Program in Schools

… EDUCATION FOR PEACE …

An article by Erasmo Lara Peña in Acento

Promoting a culture of peace in schools is a strategic priority for the Dominican education system. Within this framework, schools are recognized as a privileged space for the formation of citizens capable of living together respectfully, valuing diversity, and managing conflicts constructively.

After retiring from the United Nations in 2005 and subsequently serving as the Dominican Republic’s ambassador to the United Nations in 2009, I have dedicated myself to projects related to promoting a culture of peace, community mediation, conflict resolution, and international negotiations, primarily within public institutions and civil society organizations in our country.

I have carried out much of this work through the Dominican Center for Peace, a private, public-service institution that I founded in 2006. One of the most significant projects has been the establishment of peace clubs in schools throughout the Dominican Republic through the Violence Reduction and Peace Culture Promotion Program in Schools.

I would like to document the process of creating, developing, consolidating, and institutionalizing the Peace Clubs program in the Dominican Republic, highlighting the main achievements, the partnerships forged, and the impact generated within the educational community during the years of implementation.

The program originally emerged in 2017 as a pilot initiative. Subsequently, during the 2022-2023 school year, it became part of the activities of the Vice Ministry of Preventive Security in Provincial Governments of the Ministry of the Interior and Police, in collaboration with the Directorate of Guidance and Psychology (DOP) of the Ministry of Education.

By the end of the 2025-2026 school year, the main achievements included the implementation of the program in 500 schools, the training of more than 12,000 student peace promoters, the training of 700 counselors and psychologists, as well as 48 regional and district technicians. The program also has a presence in seven regional education offices and forty-one school districts.

It is important to mention that the standardization of teaching practices was also achieved through the production of printed, audiovisual, and digital materials to support the various training activities. Starting in the 2025-2026 school year, the program became an integral part of Presidential Goal 21 on a Culture of Peace, incorporated into the action plan of the Directorate of Guidance and Psychology until 2028. The objective is to incorporate approximately 800 new schools.

Among the main challenges faced during the program’s implementation were inter-institutional coordination, territorial expansion, and the sustainability of the training activities. However, the commitment of the regional and district technical teams, counselors, psychologists, and students allowed for the consolidation of a high-impact experience for school coexistence.

The Peace Clubs operate in schools identified by the Ministry of Education and located in priority areas within the Comprehensive Citizen Security Strategy, “My Safe Country.” Currently, the program operates in all school districts of San Cristóbal, Santo Domingo Este, the National District, Santiago, La Vega, San Francisco de Macorís, Moca, Bonao, and Piedra Blanca.

Promoting a culture of peace in schools is a strategic priority for the Dominican education system. Within this framework, schools are recognized as a privileged space for developing citizens capable of living together respectfully, valuing diversity, and managing conflicts constructively. Presidential Goal 21 on a Culture of Peace reinforces this commitment by promoting safe, participatory, and violence-free school environments.

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(Click here for the Spanish original of this article)

Question for this article:

Where is peace education taking place?

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Peace Clubs are organized spaces within schools, led by and for students, with the support of counselors and school psychologists.

Their main objectives are:

• To contribute to the development of a culture of peace in schools.

• To prevent and reduce violence in schools.

• To empower students to act as peace promoters.

To strengthen students’ civic education.

Through these clubs, students develop key social-emotional skills, such as empathy, assertive communication, conflict resolution, and teamwork.

The program is implemented through three fundamental actions:

1. Training of counselors, psychologists, and students.

2. Organization of the club within the school.

3. Awareness-raising activities aimed at the entire school community.

These actions ensure that a culture of peace is not just content, but a daily practice.

To support the program, a series of printed and audiovisual materials have been designed that frame the facilitation of standardized educational content and practices on topics such as conflict, youth violence, coexistence, communication and active listening, peer mediation, and restorative practices, among others.

The Peace Club is a space run by and for students. In it, young people become agents of positive change, learning and promoting social skills such as empathy, assertive communication, peaceful conflict resolution, and teamwork.

We seek to improve the school climate and develop students committed to social peace, fostering a sense of responsibility toward their environment and contributing to the strengthening of peaceful coexistence and safety in schools.

One of the program’s main focuses has been empowering students with strategies for promoting peace and the constructive resolution of conflicts. Likewise, spaces have been created for them to construct their own knowledge and actively contribute to promoting peaceful coexistence from their own perspectives.

The enthusiastic work of counselors and psychologists involved in the program, along with the commitment and empowerment of the students, has significantly contributed to the acceptance and legitimacy it enjoys today. This 2025-2026 school year has marked a transition for the program, transferring it from the Ministry of the Interior and Police to the Ministry of Education, for implementation by the Directorate of Guidance and Psychology (DOP), which is taking the necessary steps to ensure its consolidation as a national program. These include its integration into Presidential Goal 21 on a Culture of Peace, the appointment of a national specialist to oversee it, its incorporation into the Annual Operating Plan (AOP), and the necessary budget allocation.

I feel that my seven years of work have yielded the expected results, as this effort has become a national program under the responsibility of the Ministry of Education.

I wish to express my gratitude to Engineer Ángela Jáquez, Vice Minister of the Interior and Police; to Dr. Ancell Scheker, Vice Minister of Education; to Mario Frías and Esther Custodio, two extraordinary facilitators of the hundreds of workshops given to counselors, psychologists, and thousands of student members of the club network; and, in a very special way, to Divina García, Director of Guidance and Psychology, on whose shoulders now rests the continuity and strengthening of this initiative.

Beyond the figures and the results achieved, the greatest achievement of the Peace Clubs Program has been to demonstrate that students can become active agents of social transformation when they are given the right tools to promote coexistence, dialogue and the peaceful resolution of conflicts.

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EDUCATION FOR PEACE, Latin America

Abu Sayyaf Threat And The Culture Of Peace In Basilan, Philippines: The Legacy Of Life And Martyrdom Fr. Rhoel Gallardo – OpEd

. EDUCATION FOR PEACE .

An article by Rommel C. Banlaoi in Eurasia Review

Fr. Rhoel Gallardo. Photo Credit: Toshiroo, Wikipedia Commons
Director Rommel Galapia Ruiz’s  film, Seeds of Peace: The Life Story of Fr. Rhoel Gallardo,  is more than a cinematic tribute; it is a stern reminder of the enduring struggle to defend faith and promote peace in the face of violent extremism.  Director Ruiz deserves the accolade for capturing the human dimension of Gallardo’s great sacrifice and situating it within the broader narrative of Basilan’s transformation from a safe haven for terrorists to a zone of peace. His work contributes not only to the preservation of memories of Fr. Gallardo but also to the rethinking of Philippine counterterrorism strategies.

My research on the Abu Sayyaf Group (ASG) has consistently emphasized that while the group cloaks its actions in religious rhetoric, its motivations are largely opportunistic—driven by ransom, criminality, and exploitation of local grievances. The abduction and killing of Fr. Gallardo in 2000 exemplified the nexus of crime, terrorism and violence exhibited by the ASG. Yet, his mission in Tumahubong was not simply about teaching Christian children; it was about nurturing a fragile culture of peace where Christians and Muslims could coexist despite the shadow of violent extremism from the ASG. His school became a sanctuary of dialogue, a seedbed of hope amidst fear and terror.

Gallardo’s contribution to promoting peace in Basilan resonates with the broader lesson that counterterrorism cannot be reduced to military operations alone. His life demonstrated that education, interfaith solidarity, and community empowerment are indispensable in resisting extremist narratives. This insight aligns with the Philippine government’s Preventing and Countering Violent Extremism (PCVE) framework, which emphasizes community-based approaches, interfaith dialogue, and livelihood programs as complements to security operations. Gallardo’s legacy anticipated this holistic strategy, showing that the culture of peace is itself a counterterrorism tool.

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Question(s) related to this article:

What are some good films and videos that promote a culture of peace?

Islamic extremism, how should it be opposed?

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The transformation of Basilan from a stronghold of the ASG into one of the most peaceful provinces in the Bangsamoro Autonomous Region is a testament to this integrated approach. Sustained military pressure and governance reforms were crucial, but equally vital were grassroots initiatives that fostered trust and resilience—initiatives that Gallardo embodied. Today, Basilan stands as a symbol of progress, with enormous declines in terrorist incidents reflecting the success of combining security with peacebuilding.

Yet, this achievement must not lead to complacency. Extremist threats persist, and the possibility of resurgence remains real. Vigilance is required to sustain the gains, and the state must continue to invest in education, livelihood, and interfaith dialogue as part of a comprehensive counterterrorism framework. Programs under the PCVE strategy must be strengthened, ensuring that communities remain resilient against extremist recruitment and propaganda.

Fr. Gallardo’s martyrdom reminds us that peace is fragile but achievable. His legacy challenges policymakers to rethink counterterrorism as a project of human security, where the culture of peace is the most enduring antidote to the culture of terror. The film Seeds of Hope ensures that his story continues to inspire, reminding us that the seeds he planted must be nurtured with vigilance, dialogue, and collective commitment. 

The film by Director Ruiz is profoundly timely as it coincides with two significant commemorations: the 26th year of Fr. Gallardo’s martyrdom and the 25th anniversary of the tragic events of 9/11. Both moments remind us of the enduring struggle against violence and the call to uphold peace, courage, and faith in the face of adversity. By reflecting on Fr. Gallardo’s sacrifice alongside the global memory of 9/11, the film becomes not only a tribute to his life but also a powerful reminder of the universal need for reconciliation, resilience, and hope in pursuit of peace.

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East Asia, EDUCATION FOR PEACE

The pilot project “Yes, it is peace!” is launched in schools near the university of Barcelona

. EDUCATION FOR PEACE .

An article from Universitat Autònoma de Barcelona

The Fundació Autònoma Solidària (FAS) and the Escola de Cultura de Pau (ECP) have launched the educational project Sí que es pau! (Yes, it is peace!), linked to the CROMA 2.0 program, with the aim of helping primary school students understand armed violence and providing them with the tools to act as agents of peace. The project ran from February to March of this year and involved six FAS volunteers who facilitated the sessions in the participating schools.

The initiative was implemented in six schools near the university—Sant Martí and Serraparera (Cerdanyola), Montessori and Pau Casals (Rubí), and Nova Electra and Sant Llorenç del Munt (Terrassa)—following a four-week program with sessions from Monday to Thursday.

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(Click here for the original article in Spanish.)

Question related to this article:
 
What is the best way to teach peace to children?

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The project is based on a central idea: war has global impacts, and it is essential to equip children and young people with the tools to understand it and take action against it. Through six sessions, students have explored concepts such as direct and structural violence, International Humanitarian Law, military spending, conscientious objection, and peace initiatives, and have learned about the stories of activists from Gaza, Israel, South Africa, and Spain.

The learning process is documented audiovisually.

As part of the project, an explanatory video filmed at the Escola Montessori in Rubí has ​​been produced, capturing one of the student work sessions. The video offers a close look at the development of the educational approach and how a space for reflection is created in the classroom.

The video features Cecile Barbeito, a trainer from the Escola de Cultura de Pau (School of Peace Culture), as well as two volunteers from the FAS (Foundation for Social Action), Ivet Pomés and Alberto León, who facilitated the activities. The video includes the voices of some students, who share their reflections on issues such as conscientious objection. It also includes some impressions from UAB (Autonomous University of Barcelona) students on how this pilot program has worked.

The project has received support from the Agència Catalana de Cooperació per al Desenvolupament, Generalitat de Catalunya.

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EDUCATION FOR PEACE, Europe

State of Mexico: more than a thousand School Mediators strengthen a culture of peace

… EDUCATION FOR PEACE …

An article from Edomex Quadratin (translated by CPNN)

In the State of Mexico (EMX), 1,114 primary, secondary and upper secondary level teachers have been certified as School Mediators by the Judicial Branch of the State of Mexico, a strategy that has allowed to strengthen the culture of peace and improve coexistence within educational institutions.

Mario Alberto Montaño Delgado , Toluca regional director of the Public Center for Alternative Dispute Resolution Mechanisms (MASC), explained that this figure allows schools to have trained personnel to detect, address and channel conflicts before they escalate to more serious situations.

He explained that School Mediators have tools to intervene in problems involving students, teaching staff and mothers or fathers, promoting dialogue and the peaceful resolution of differences.

They address school conflicts

“The greatest achievement is that today they have the largest and broadest structure, institutionally speaking, of certified facilitators,” Montaño Delgado noted, highlighting the growth of this support network in the educational field.

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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

Is there progress towards a culture of peace in Mexico?

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He indicated that each certified teacher acquires a different vision about conflicts and becomes a promoter of a philosophy focused on building peace within school communities.

He added that this strategy is being developed in a coordinated manner with institutions such as the Ministry of Education, Science, Technology and Innovation of the State of Mexico, the State Human Rights Commission and the Autonomous University of the State of Mexico (UAEMéx).

Bullying, the main problem

The official explained that School Mediators represent the first filter to prevent conflicts from reaching jurisdictional instances , with bullying being one of the main problems they face within schools.

He explained that when cases exceed the capacity for mediation, the Judicial Branch intervenes , through the Public Center for Alternative Dispute Resolution Mechanisms , headed by Magistrate Blanca Colmenares Sánchez.

In these cases, situations related to physical or material damages are addressed , as well as legal obligations arising from school conflicts.

Montaño Delgado explained that to obtain certification as a School Mediator , teachers must complete 120 hours of training, pass theoretical and practical evaluations, and subsequently renew their accreditation every five years before the Judicial Power of the State of Mexico (PJEdomex) .

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EDUCATION FOR PEACE, Latin America

National Autonomous University of Mexico: Academics suggest intensifying the construction of a culture of peace

… EDUCATION FOR PEACE …

An article from Impulso Informativo (translation by CPNN)

Peace requires a perspective that transcends geographical, symbolic, linguistic, and material borders, since they have often been spaces of exclusion and violation of human rights, said Fiorella Mancini, Academic Secretary of the Humanities Coordination at UNAM.

“In light of this, we are challenged us to rethink these limits and to analyze the possibilities of common forces,” he said at the opening of the International Seminar “Transnationalization of the Culture of Peace in North America.” The seminar took place In the Mónica Verea room of the Center for Research on North America (CISAN).

The academic meeting promotes dialogue between specialists from diverse contexts, for example, from the University of Notre Dame – which has developed models applied in more than 100 countries to promote programs in this field in higher education institutions – as well as the analysis of universal principles and local realities.

The meeting proposes a different and complementary perspective on the current geopolitical reality where democracy is backsliding and we are losing rights that were thought to have been won. We want to consider what is possible: resolutions, dialogue, and the challenges of integrating differences, Fiorella Mancini pointed out.

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(Click here for the Spanish original of this article)

Question for this article:

Where is peace education taking place?

University campus peace centers, What is happening on your campus?

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New dimension

According to Juan Carlos Barrón Pastor, director of CISAN, this university entity works in conjunction with UNAM’s campuses in the United States (Chicago, San Antonio, Los Angeles, Tucson, Boston, and Seattle). This serves as the initial point of contact for addressing all types of violence and conflict experienced on both sides of the border. He said that the lines of research we develop take on a new dimension when viewed in light of building a culture of peace, since this is a way to reverse the growing violence in Mexico.

According to Leticia Cano Soriano, head of the University Program on Culture of Peace and Eradication of Violence (PUCPAZ), university efforts to achieve this way of life involve creating community, interweaving actions, knowledge and commitments, in order to propose alternatives for the formation of a culture of peace. (See CPNN article from April 12)

According to Anel Pérez Martínez, director of the Center for Foreign Studies at the National University, we must combat hate speech which is a powerful form of aggression. We cannot imagine a culture of peace without inclusive language, which contributes to critical thinking, she emphasized.

George Lopez, professor emeritus at the University of Notre Dame and founder of the Krok Institute for International Peace Studies at this institution, contributes to this academic activity a model that consists of exchanges of American students with those from war zones or conflict zones.

He explained that his focus is on building a strategic peace where there is training in mediation, social resolution and community work.

The Seminar was organized by the Humanities Coordination; CISAN; Institute of Social Research; Faculty of Psychology; National School of Social Work; Center for Mexican Studies of the UNAM in Chicago and the University of Notre Dame (based in Indiana, United States).

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EDUCATION FOR PEACE, Latin America, North America,

Caruaru, Brazil: The Conflict Mediation Program: Promoting a Culture of Peace

. EDUCATION FOR PEACE .

An article from Blog of Alberto Alves (translation by CPNN)

In Caruaru, the Government of the State of Pernambuco, in partnership with the company Coonsult and under the coordination of the Secretariat of Justice and Human Rights and Violence Prevention, is pleased to present the Itinerant Conflict Mediation Program, a revolutionary initiative aimed at promoting a culture of peace.

The Conflict Mediation Program is available to the public, completely free of charge. If you are facing problems with neighbors, disagreements at home or with your family, at work, at school, or even in consumer situations, know that we are here to help you find solutions.

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(Click here for the original article in Portuguese)

Discussion question

Mediation as a tool for nonviolence and culture of peace

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Our team of specialized mediators is ready to listen to all parties involved, and to facilitate a constructive dialogue that can resolve these conflicts peacefully, fairly, and out of court. Our goal is to promote peace in your community through mutual understanding and the building of more harmonious relationships.

Remember: dialogue is the key to conflict resolution. Don’t hesitate to contact us. We are here for you. Together, we can build a more peaceful and welcoming environment for everyone.

The Conflict Mediation Program is on your side.

Contact us today and take the first step towards a more peaceful and happy future. We are located at Avenida Amazonas N° 168, Caruaru-PE. Contact numbers: 81 9 9306-6418 / 81 9 9477-9425

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EDUCATION FOR PEACE, Latin America

National Autonomous University of Mexico: Encounters and Networks for Peace. Why Talk About a Culture of Peace?

… EDUCATION FOR PEACE …

An article from Gaceta UNAM

On March 25, the National School of Social Work (ENTS) at UNAM hosted the inauguration of the comprehensive project between Civil Society, Academia, and Government: Encounters and Networks for Peace. Why Talk About a Culture of Peace?


Photo: PUCPAZ

The event was organized by the University Program on Culture of Peace and Eradication of Violence (PUCPAZ), in coordination with ENTS; the University Program on Human Rights (PUDH); the Metropolitan Autonomous University (UAM) Iztapalapa Campus; the Rosario Castellanos National University (UNRC); and the Undersecretariat for Peacebuilding, Social Participation, and Religious Affairs of the Ministry of the Interior. Services and Consulting for Peace AC (Serapaz) and the Don Bosco Foundation.

This university initiative seeks to build a shared, analytical, forward-looking, and critical action agenda, aimed at fostering dialogue, identifying best practices, and contributing proposals that inclusively promote progress toward an active society that weaves together knowledge and participates in building a culture of peace.

An Act of Resistance

At the opening ceremony, Leticia Cano, director of PUCPAZ, noted that this gathering is an act of living, everyday resistance, accompanied by dialogues and conversations about experiences, best practices, interventions, and significant contributions, stemming from the challenges faced daily.

“We neither start nor arrive from a vacuum; we reconnect with others in their own territories where the struggle for peace takes place every day, from within the communities, not to talk about them, but with them and from within them, because they are the ones who experience firsthand the contradictions of our time.” Carmen Casas Ratia, director of the ENTS (National School of Social Work), emphasized that it was no coincidence that the meetings began at this academic institution, given the close relationship between social work and a culture of peace.

She also underscored the importance of promoting a positive peace, based on justice, equity, and the satisfaction of needs, as well as addressing the structural causes of violence.

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(Click here for the Spanish original of this article)

Question for this article:

Where is peace education taking place?

Is there progress towards a culture of peace in Mexico?

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For his part, Alfredo Sánchez Castañeda, coordinator of the PUDH (Program for the Development of Human Rights), warned that violence has surpassed the limits of imagination and disproportionately affects the most vulnerable sectors. “It is linked to multiple crises: economic, social, health, migration, and security, which poses the challenge of rethinking the role of educational institutions in peacebuilding.”

Carlos C. Contreras Ibáñez, from the Social Psychology for Peace Project at the UAM (Autonomous Metropolitan University), Iztapalapa Campus, emphasized the need to maintain a constant dialogue between academia, government, and civil society. The latter, in particular, has direct contact with communities and their problems, and maintained that peace must be understood as a collective process.

In turn, Diana Lepe Sánchez, director of Serapaz, shared a community experience that sparked reflection on the type of peace that is being sought. Peace, she said, does not imply silence, but rather the possibility of expressing and addressing the problems of individuals and communities.

José Antonio Sandoval, general director of the Don Bosco Foundation, agreed on the importance of strengthening ties with civil society organizations, whose experiences on the ground allow for a rethinking of peacebuilding strategies. He also highlighted the role of academia in deepening the analysis of community work.

Laura Angélica Cordero, general director of Social Prevention and the Reconstruction of the Social Fabric, representing Rocío Bárcena Molina, Undersecretary of Peacebuilding, Social Participation, and Religious Affairs of the Ministry of the Interior, celebrated the inter-institutional collaboration and noted that peacebuilding is not a recent trend, but a sustained effort. In that regard, she quoted Eleanor Roosevelt: “It is not enough to talk about peace; one must believe in it and work to achieve it.”

Ana María Rosas, general counsel of the UNRC, representing its rector, Alma Herrera Márquez, noted that education plays an essential role in peacebuilding, as it is a means to transform both those who receive it and those who provide it.

Human Rights and Violence

María Dolores González Saravia Calderón, president of the Mexico City Human Rights Commission, gave the opening address, in which she spoke about the challenges to peacebuilding and the guarantee of human rights. She distinguished between positive peace, which is lasting and based on justice, and negative peace, which is imposed and focused on security.

She also defined violence as the use of force to dominate or impose, and emphasized the need to build solutions.

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EDUCATION FOR PEACE, Latin America

Bruce Springsteen at Minneapolis NoKings Rally

… EDUCATION FOR PEACE …

Text of remarks and song that he composed and sang

Hello, Minnesota!

It’s turning into a beautiful day!

This past winter, federal troops brought death and terror to the streets of Minneapolis.

Well, they picked the wrong city!

The power and the solidarity of the people of Minneapolis and of Minnesota was an inspiration to the entire country.

Your strength and your commitment told us that this is still America!


Video of Springsteen at NoKings Rally of Minneapolis

And this reactionary nightmare and these invasions of America’s cities will not stand.

You gave us hope! You gave us courage!

And for those who gave their lives, Renee Good, mother of three, brutally murdered, Alec Pretti, VA nurse, executed by ICE, shot in the back and left to die in the street without even the decency of our lawless government investigating their deaths.

Their bravery, their sacrifice, and their names will not be forgotten.

MUSIC: STREETS OF MINNEAPOLIS

Through the winter’s ice and cold
Down Nicollet Avenue
A city aflame fought fire and ice
‘Neath an occupier’s boots
King Trump’s private army from the DHS
Guns belted to their coats
Came to Minneapolis to enforce the law
Or so their story goes
Against smoke and rubber bullets
By the dawn’s early light
Citizens stood for justice
Their voices ringing through the night
And there were bloody footprints
Where mercy should have stood
And two dead left to die on snow-filled streets
Alex Pretti and Renee Good.

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Question for this article:

What place does music have in the peace movement?

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Oh Minneapolis, I hear your voice
Singing through the bloody mist
We’ll take our stand for this land
And the stranger in our midst
Here in our home they killed and roamed
In the winter of ’26
We’ll remember the names of those who died
On the streets of Minneapolis

Trump’s federal thugs beat up on
His face and his chest
Then we heard the gunshots
And Alex Pretti lay in the snow, dead
Their claim was self defense, sir
Just don’t believe your eyes
It’s our blood and bones
And these whistles and phones
Against Miller and Noem’s dirty lies

Oh Minneapolis, I hear your voice
Crying through the bloody mist
We’ll remember the names of those who died
On the streets of Minneapolis

Now they say they’re here to uphold the law
But they trample on our rights
If your skin is black or brown my friend
You can be questioned or deported on sight
In our chants of ICE out now

Let me hear ya! ICE OUT NOW!

Our city’s heart and soul persists
Through broken glass and bloody tears
On the streets of Minneapolis

Oh Minneapolis, I hear your voice
Singing through the bloody mist
Here in our home they killed and roamed
In the winter of ’26
We’ll take our stand for this land
And the stranger in our midst
We’ll remember the names of those who died
On the streets of Minneapolis

We’ll remember the names of those who died
On the streets of Minneapolis!

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EDUCATION FOR PEACE, North America

“We’ve got to live in peace” – Eric Bibb

… EDUCATION FOR PEACE …

A video from Eric Bibb’s Album One Mississippi

If you want to hear authentic American jazz and blues, it is best to live in France or Australia. Here in France where I live, there is continuous jazz and blues on the TSF Jazz and Jazz Radio channels that are accessible everywhere and that attract large numbers of listeners.

Last night, listening to TSF jazz, I heard this new song by Eric Bibb that captures the spirit of the culture of peace that we need in these difficult times.


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Question for this article:

What place does music have in the peace movement?

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Here are the lyrics.

We got to live in peace someday. Got to live in peace. Study war no more.

We got to find a way somehow. We got to find a way. We got to find it now.

We got to face the past. It’s true. We got to face the past. Heal our hearts at last.

We got to make amends today. We got to make amends. Wash our sins away.

We got to come back home, my friends. We got to come back home.

We’ve been gone too long. We’ve been gone so long. We got to find a way somehow. We got to find a way. We got to find it now.

This is the final song in the new album of Eric Bibb that is called One Mississippi. Click here for the full album.

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EDUCATION FOR PEACE, Europe, North America,

Mexico: Culture of peace to be taught in Michoacán schools

… EDUCATION FOR PEACE …

An article from Cambio de Michoacán (translation by CPNN)

The Economic and Social Council of Michoacán presented a citizen initiative this Thursday at the State Congress in Morelia to reform the state Education Law and establish a culture of peace as a guiding principle of the education system. This was proposed Fátima Conde Moreno, during the official ceremony.


The Economic and Social Council of Michoacán | Photography: Graphic Communication Agency

The proposal aims to incorporate a culture of peace as a mandatory subject at the basic and upper secondary education levels, with the purpose of ensuring that education contributes to rebuilding the social fabric. Fátima Conde explained that the initiative arises in response to problems of violence in school and community settings, and the need for conflict resolution.

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Question for this article:

Where is peace education taking place?

Is there progress towards a culture of peace in Mexico?

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During the event, Representative Reyes Galindo Pedraza, coordinator of the Labor Party’s Parliamentary Group, welcomed the proposal and pointed out that Michoacán has citizen participation mechanisms that allow anyone to submit initiatives to the Congress without requiring the collection of signatures, unlike at the federal level.

For his part, Eduardo Orihuela, president of the Michoacán Center for Social Studies (CESMICH), indicated that building peace requires preventive actions starting in education. He maintained that addressing violence solely through reaction is limited. Similarly, Jesús Vivanco Rodríguez, president of the Together for Michoacán Network, expressed his support for the initiative.

The initiative was referred to the State Congress for analysis and eventual discussion in committees, where its viability will be determined and, if applicable, its incorporation into the current regulatory framework, so it is expected that the legislative process will continue in the coming weeks.

(Click here for the Spanish original of this article)

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EDUCATION FOR PEACE, Latin America