[gu-l] "Peace Development Education" by Moti Sharma of ADB
Tak Utsumi
utsumi@columbia.edu
Thu, 5 Jul 2001 11:21:59 +0000 (GMT)
<<July 5, 2001>>
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Motilal Sharma <msharma@mail.asiandevbank.org>
W. R. (Bill) Klemm, D.V.M., Ph.D. <wklemm@cvm.tamu.edu>
Ms. Harriet Hentges <hentges@usip.org>
Deborah K. Welsh <dkwelsh@dkw.baku.az>
Dr. David A. Johnson, AICP <daj@utk.edu>
Dear Moti:
==========
(1) Many thanks for your msg (ATTACHMENT I).
You wrote again a very interesting paper. I read it through with
great interest. This may be the direction what our GUS is seeking for
-- in conjunction with our community development approach with
broadband wireless Internet network.
Dear Bill:
==========
(2) Many thanks for your msg (ATTACHMENT II).
Dear Moti:
==========
(3) Pls feel free to contact Ms. Hentges and Deborah -- they were
initially introduced by David Johnson.
Dear Deborah:
=============
(4) Pls help Moti. Thanks.
Best, Tak
****************************************
ATTACHMENT I
Subject: Re: [gu-l] Invitation to Global Peace Assembly in Taipei, Taiwan
from 8/13th to 16th
Date: Wednesday, July 4, 2001 8:18 PM
From: Motilal Sharma <msharma@adb.org>
To: Tak Utsumi <utsumi@columbia.edu>
Dear Tak ,
Thanks for your message . You can share this article with professionals/
institutions working in the area of peace development. Attached is the
paper.
(See attached file: ADB - PEACE DEV - REVISED2.doc)
I am planning to undertake a project on South Asia in this area. I will
very much appreciate it if you could kindly help me in obtaining
information on institutions actively involved in peace development
activities in USA .
Many thanks for your kind words .
Moti
========================================
Exclusively for ADB Review
PEACE DEVELOPMENT EDUCATION
Motilal Sharma
Senior Education Specialist
"There is no way to peace, Peace is the way."
Mahatma Gandhi
A. Introduction
==================
1. As we enter the 21st century, one of the most disturbing facts is that
military expenditures around the world are on the increase. In the mid-1990s,
the known military expenditure was US$800 billion each year, or $145 per
person worldwide, which has increased due to expanding conflicts in various
parts of the world. Had there been global peace, during the same period, by
the year 2000, the accumulated total in savings or what is termed peace
dividends, could have been about $1,491 billion, which could have been
diverted to reduce poverty or promote human development on a massive scale
never imagined before.
2. The harsh reality is that while the 21st century has been heralded as
a time for peace, today we are in a world thriving in a culture of violence.
The everyday newspaper headlines reflect this frenzy: in an American state,
disturbed children recently shot their fellow grade schoolers; in Tokyo, a
crazed man slashed out at students and teachers; in Dhaka, a bomb blast
killed dozens of innocent people in a public rally. This violence is not
confined to communities it also savages families: in Kathmandu, a whole royal
family, including the King, were slaughtered by gunfire. Women have been
repeated victims. In Bangladesh, incidents of throwing acid in faces of
women are common; and in distant rural towns in India, burning of bride for
failure in dowry arrangements. Worst, the most helpless poor and marginalized
families, their women and children, suffer from acts of terrorism and civil
war, which seem to mark the everyday affairs of various countries in our
planet. In Mindanao as elsewhere, kidnapping for ransom and availability of
modern weaponry have made terrorism so sophisticated that even national
leaders and statesmen are no longer immune to these attacks.
3. The simple fact is that a child is born into a society in which all
this savagery, to use a tough term, operates. What happens to a normal child
born to a normal family? Naturally, the first reaction will be the child's
absorption of these factors, in his mindset, and instinct for violence. Yet
this same child is taught religious and moral values he goes to church or a
temple or mosque. But these will have less impact on him compared to the
impact of the environment of violence he/she is provided by newspaper stories
and TV newscasts, and even marketed loudly in computer games, movies and
cartoons. Relations of an organization (the individual) to its environment
are sometimes satisfactory to the organization, sometimes unsatisfactory.
However, the child spends most of his time in school, which today is quite
different from the schools of our early days. There are cases of gangs and
social classes and prejudices which children see and know are vastly contrary
to the academic truths and principles pronounced in their textbooks and
teachers' lectures.
4. How do you make this transition from a culture of violence to a
culture of peace? The issue therefore is how to address the threats of
violence and how to start building a culture of peace. Frequently, peace
treaties are signed between countries and governments in the Middle East,
between India and Pakistan. Yet we know that every year more funds are going
to weaponry and armaments, so that democratic governance is at risk,
adversely affecting people participation. This is no foundation for a culture
of peace. Peace must have its roots at the bottom, with the people, not alone
by people at the top. Terrorism grows at the bottom. Take the story of the
Iranian, Bin Laden, who operates in Afghanistan. He trained young people who
had no jobs, were idle, and frustrated, without any hope for the future. Bin
Laden promised them a future. Like most guerrilla movements in China and
Vietnam, whenever the rebels and terrorists were pursued and hunted down,
they retreated to the villages where families protected them from the
authorities that they viewed as abusive, inefficient and corrupt. It is
therefore apparent that since children move mainly in and around families and
schools, these are the focal points of reforms around which a culture of
peace should be built.
B. Impact on Poverty and Democracy
=====================================
5. Poverty and violence are never too far apart, although they are
triggered by different reasons. Though there are developments in science and
technology, health and economy in the world, poverty is on the increase and
we are sitting on dozens of human landmines. It is difficult for ordinary
people to find the basic minimum of economic and environmental necessities a
living wage, clean water, good soil. What is worst is that the world is at a
virtual standstill. Development is not progressing commensurate with the
investments and donor assistance given to these poor countries. However, the
massive debt burdens continue to grow. Hundreds of thousands of refugees, old
men, women and children, flee their villages to avoid the violence and death
of wars in their homelands. Malnourished people grow by the millions. All of
these stem from violence and conflict, and the absence of peace and
democracy. The tragedy is that many of the frontline persons involved in
these conflicts are young people, who have played into the hands of
terrorists, rebels, dictatorships, and greedy militia.
6. It is clear that the process of transition towards democracy is one of
the important factors conducive to the construction of a culture of peace.
Democracies, as proved by historical experience, not only do not make war
against each other, but also through their systems of governance rule of law,
participation, transparency, and accountability diminish considerably the
recourse to violence. The culture of peace should be understood as the
creation of peaceful, non-violent behavioral patterns and skills. The main
indispensable values on which a peace culture can be built may be grouped
around such key notions as justice, human rights, democracy, development,
non-violence, and peaceful resolution of conflicts.
C. Peace Development Education
=================================
7. The old assumption is that human beings are seminally hostile and
normally it is said that wars start in the minds of people. But these are two
different things: hostility starting from man's mind and hostility as innate
in the nature of man. These should be considered differently. We need to
revise this basic assumption about the underlying nature of human beings from
one of being hostile to the state of helpfulness, which can open new
possibilities in the proper grooming of the child. All human beings are
endowed with the seeds of compassion. When exposed to right conditions at
home, school, in society at large, and later perhaps through our pointed
efforts in schools (education or training), the seed will flourish.
Aggressiveness (hostile behavior) is not essentially innate, and violent
behavior is caused by a variety of biological, social, situational, and
environmental factors. In fact, we have seen many examples in life and
history that violent behavior is not inherited, and children of criminals
turn out to be good human beings, and given a good environment, became useful
citizens. For example, the granddaughter of Italian dictator Mussolini became
a parliamentarian in the Italian Assembly. Even the daughter of Russian
dictator Stalin turned out to be a creative professional.
8. The proper development of a child is greatly influenced by proper
education and training. Education should not be equated with training.
Education is a system a self-adjusting combination of interacting people and
things designed by man to accomplish some predetermined purpose. The purpose
of education is to change people in terms of the way they think, act and
feel; in short, to change their behavior. We want them to behave more
knowledgeably, more skillfully, more confidently, more sympathetically, more
rationally, more independently, and so on. The goals of education have been
defined as development of cognitive, psychomotor, and affective skills.
Cognitive and psychomotor skills related to the person's professional and
working life; whereas the affective domain directly relates to the person's
emotional, attitudinal and values systems. The purpose of education is
democratization of culture by developing democratic mentality among the
people, which could be done by working with the people to generate an
authentic behavior (true learning as described by Aristotle). Education, if
practiced in a democratic process, can become widespread; it becomes more and
more difficult to permit the masses to remain in a state of ignorance.
Ignorance by definition is not illiteracy, but would include the peoples'
lack of experience at participating and intervening in the historical
process. It is lack or presence of the critical consciousness among people,
which determines the richness, and appropriateness of the environment of the
individual. According to John Dewey, human knowledge should be conceived as
an organic whole, gradually growing in every part and not perfect in any part
until the whole is perfect. This approach leads to "wholesome behavior" (as
described by H. H. Dalai Lama) on the part of the individual, which leads to
happiness, which is the goal of human beings.
9. Peace development education is the reclaiming of man's innate state of
happiness. This state of mind has been defined as "Buddha nature" in
Buddhism, which is defined as a state of mind untainted by negative emotions
and thoughts, present in human beings. Human affection or compassion, is an
indispensable factor in developing the "Buddha nature." When human
intelligence and human goodness or affection are used together, all human
actions become constructive. When we combine a warm heart with knowledge and
education, we can learn to respect other's views and rights. This becomes the
basis of a spirit of reconciliation that can be used to overcome aggression
and resolve our conflict. The gentle emotions and positive behaviors that go
with them lead to a happier family and community life.
10. Peace development education is not new. It started with the history
of man. As single individuals grew into families and families expanded,
people started living together for protection, to breed more members into
tribes, and to pull resources to hunt and develop basic resources and needs
to survive and sustain themselves. In time, they realized the need to unite
and respect each other. This allowed them to live together, to dream dreams,
and share values, and act in unity for self-preservation. This togetherness
nurtured the beginnings of social cohesion of envisioning dreams, sharing
values, and living and respecting each other. Without togetherness there is
no social cohesion. Peace development therefore is a process of strengthening
social cohesion where all people, irrespective of their religion, color, sex,
respect each other and the entire group moves towards togetherness.
11. To ensure this, we need an education and training program anchored on
a peace education curriculum. Peace development education could be conceived
as a program to develop "Buddha nature" (wholesome behavior) among the
participants of a program. This should start at kindergarten and in a graded
way, it should move up from kindergarten to primary education, to secondary,
to college and then the university. At each level, the basic curriculum and
program must be directed at the learning capability of the student and taught
in an innovative and interesting way. Wherever a student drops or falls out,
still he/she carries the value of peace culture for the rest of his/her life.
Schools should develop the people who go to college and become peace workers.
Their mindsets should be veered from the culture of guns, drugs, and gold,
into one of social cohesiveness, togetherness, values sharing, dream-
envisioning and respecting each other. This is the education we need an
education which means values development among children for respecting each
other, respecting each other's religious beliefs and political convictions,
contributing to each other's welfare and development, thus diminishing the
differences between people, no matter what their social caste heading towards
stronger social cohesiveness.
Box No. 1
The Core Peace Development Curriculum
In a more meaningful way, peace development can also become
essential curriculum content at all levels of education. The
curriculum should teach, in an experiential and participatory manner
using a variety of examples, community-based projects, the positive
and non-violent resolution of conflict as opposed to current schools
of thought. (For example, the Pentagon's definition of peace is "a
pre-hostility condition.") For them, peace therefore is not the
absence of conflict but the absence of violent resolution or conflict,
for conflict is an ever-changing world in nature. Peace development
education should focus on the emotional development of a human being,
in particular the youth, to strengthen the individual's attributes of
compassion and a life for others with the goal to inculcate wholesome
behavior and character on the part of the individual. A peace
curriculum therefore should not be limited to the teaching about
different levels of conflicts and crisis, including the levels of the
personnel, interpersonal, family, community, national and
international levels. It should first focus on behavioral modification
on the part of the individual to equip the person with positive
attitudes and authentic character. Toys, games and leisure products
should move away from themes of war, violence, and conflict, and
instead these mental and leisure exercises should focus on social
cohesion, peace behavior, conflict resolution, and promotion of peace
development. This will lead to collective consciousness, or the
"awareness of awareness", which can only be achieved through strong
and vigorous peace development education involving all peoples, from
leaders to the masses with inquiry as a methodology. Peace development
should not be limited to curricular matters, but also to the
development of community-based Peace Development Circles where
students can directly interact with the community and can serve
bridges between groups or sectors in conflict. This curriculum also
should have action research so that lesson can be learnt and students
can go and help solve family conflicts. This curriculum should also
help develop skills in societal critiquing (skills of inquiry) so that
positive criticisms can encourage improvements and reforms at all
levels, especially in bureaucratic governance and management, even the
military and business sector. These schools can also go out and
conduct peace clinics where they talk and exchange with different
parties and groups to equip the children with practical skills of
political leadership and community work. This will ensure the right
type of new generation with more positive attitudes, wholesome
behavior, and skills in positive critical analysis. All of this will
generate a stronger peace culture reducing violence, uncertainties and
risks in the environment.
12. The basic four elements of a peace education curriculum meaning its
objectives, contents, methods, and evaluation, are closely inter-related and
each element influences and is influenced by others. The objectives are
dependent on such factors as the type of teacher, the level of financial
resources, the characteristics of learners; whereas decisions about contents
or subject matter are driven from an analysis of the characteristics of the
knowledge represented by school knowledge, and of the characteristics of the
learning process. In selecting and organizing the methodologies of achieving
curriculum objectives, the primary consideration is how the people learn.
Finally, the evaluation depends on the first element, i.e., objectives.
Without a definition of objectives, evaluation is impossible. Effective
curriculum design requires an iterative process where each question is
consistently being reprocessed in the light of answers to subsequent
questions. The more precisely the objectives are specified, the more
completely is content selected. While developing the peace education
development curriculum, the entry behavior of students into the school should
be assessed, and developed in a participatory process in which community,
youth and school representatives are involved. Inquiry is central to peace
education. Skills of inquiry should be developed on the part of students.
Inquiry is concerned with objective transformations of objective subject
matter. Inquiry as conceived by John Dewey is part of the general process of
attempting to make the world more organic (unified whole). Peace education
should be implemented through group process rather than on an individual
basis, so that after training the students can use their skills (including
skills of inquiry) in conflict resolution since the community participated in
its formulation.
13. Curriculum development should reflect the values of society but not
only mirror the present but also envision a desired future. This means in
reality that curriculum should not be left to educators alone it should
involve the beneficiaries themselves, peace workers, development managers,
and other sectors of society. Technocrats alone will present only one side of
the picture. A cold and neutral side, without heart and commitment nor will
power to face the risks of their actions. In fact, the advertising, movie and
TV industries should project messages of peace development instead of sex,
savage fury, and lawlessness. The root of human relationships should be
respect for each other as a basis for common goals, shared visions, and unity
of policies and actions. Love, respect, vision, shared values, and
entrepreneurship skills this is the basic formula for a culture of peace.
This should be the focus of peace development education curriculum. Peace
education development should be a universal and permanent feature of
personality and mind of graduates of school system. When a firm foundation in
the schooling system has been established, then the movement can go further
to include nonformal education and other education modalities.
D. Policy Development
========================
14. The programs of peace development education cannot operate in a
vacuum. We know that dozens of peace resolutions have been passed by world
bodies and institutions. But what has happened? In Africa, war still reigns
in many countries. What is wrong with peace resolutions? Nothing except that
these are framed in international forums and at the highest bodies not on the
ground, with, by and for the people. It is participants, beneficiaries, and
learners who should be actively involved from which there would emerge
national policies. National policies of, by, and for the people should
therefore come first before the United Nations produces a world peace
resolution. Then the participating countries will feel a sense of ownership
of these resolutions. With national peace policies in place, then we can
develop action plans to achieve desired results. Then we can move to the
global stage.
15. There is therefore a need for each government to adopt a National
Peace Policy; and parallel with this, a National Peace Policy for Youth begun
and adopted at the grassroots level. This can be achieved by setting up
institutional infrastructures such as by setting Youth Peace Development
Forums in schools, Peace Development Circles at Village Level, and training
of Peace Workers, then proceeding to the state level. Similarly, there should
be state infrastructure for supporting this activity through proper policy
framework, which should be prepared through participation by all
representatives of these grassroots fora. Annually, there should be a Youth
Peace Parliament where outstanding youths can be given prizes and recognition
by communities. This should then contribute to the adoption of a National
Peace Policy. This will ensure ownership of Peace Development Policies at all
levels. Once such National Policies are adopted, then a global effort should
be made to develop global policies, programs, and mechanisms. This will
inject credibility and authenticity in these resolutions, and UN resolutions
will then be implemented. Sound policy stems from multisectoral strategic
planning. In this sense therefore a National Peace Policy will put into
proper perspective a concrete framework arrived at jointly by the government,
the representatives of the youth population aged 15 to 25, and society's
various socioeconomic sectors. This should be done keeping in view the
country's cultural fabric and constraints, the status of development of peace
and democratic institutions as well as youth's aspirations and the prospects
for future action. The objective is to set on course a strategic policy for
peace development and implementation process to identify the thrust of peace
development education activities. Its foundation will be tolerance in every
sphere of human activity religious, moral, ethnic, political, socioeconomic,
cultural, political/government, military, and international.
Box No. 2
UN Resolutions
Several resolutions, including the following, have been passed
by UN General Assemblies and ratified by several countries:
(i) Declaration on the promotion among youth of the ideals of peace,
mutual respect, and understanding between people (1965);
(ii) UN guidelines for further planning and suitable follow-up in the
field of year 1985;
(iii) World Program of Action to Year 2000 and Beyond (1995); and
(iv) At the World Conference of Ministers Responsible for Youth held
in August 1998 at Lisbon. The Lisbon Declaration of Youth Polices and
Programs (1998).
But the experience since 1965 indicates that governments and their
Ministers sign these documents as a matter of routine, and with little
commitment. However, at the Lisbon Declaration, the Ministries of
Youth Services from the UN member-countries agreed to avoid lip
service, and declared: "We will therefore agree on the following: to
invite all relevant UN programs, funds and specialized agencies and
other bodies within the UN system, in particular the UN Development
Program, UN Population Fund, UN Children's' Fund, UNESCO, World Health
Organization, International Labor Organization, World Bank, and
intergovernmental organizations and regional financial institutions to
give greater support to national youth pollicies and programs within
their country programs."
E. Youth and Peace Development: An Action Plan
=================================================
16. An infrastructure for peace development must be designed and
implemented in the context of the societal environment in which it is to be
nurtured and operated. In any country, the schooling system should be the
starting point. The curriculum and its support materials and methodologies
should begin at the primary grades, then move up to secondary, college, and
university. The logic is inexorable. To be meaningful, the concept and
practice of peace must permeate the five layers of social units. First is the
individual, then the family, followed by the community; the nation and
finally the international community. They all intervene and relate with each
other and thus this interconnectedness.
17. To put peace development education in practice an operative system of
youth peace development forums beginning at the school/community level then
upwards in a participatory manner to the national forum needs to be
developed. Their planning, membership, policy framework, programs and
activities shall be initiated, led, and implemented by the youth, supported
by adults and community leaders.
(i) Secondary Schools. It will be useful to establish at the school
level, the school/community youth peace council for peace
development, which will discuss and address community peace-related
issues and prepare students in terms of attitudinal
formation in which they are given a good understanding of why
peace should be the first preference, not conflict and how to
help the community in resolving conflict situations. Such
councils should be led by senior students under the guidance of
teachers. Community should be represented on youth peace
development council.
(ii) Village and Municipal Level. The school community/peace
development councils should send their representatives to local
bodies as active full members, not observers. They should engage
youth in the development of strategies on how to develop the
culture of peace and development of pro-peace initiatives. This
will provide the youth with the opportunity to participate in
community governance and development activities.
(iii) District level. Development and implementation of action plans
based on state and national peace policy, should be supported
by setting up a District Youth Peace Development Fund. District
funds can finance activities of district youth peace councils
and youth activities at lower levels (municipal/village and
school). It then moves upward to the provincial and national
level.
(iv) State or provincial level assemblies. There should be
participation of youth and appropriate policy should be
developed to bring youth from youth councils to these
legislatures as active members. Representatives from Youth Peace
Development Councils in colleges and universities, who are age
18+ and can vote should be allowed to participate there. They
should prepare policy for youth participation in peace
development. There should be a special department of youth and
peace development at the state level responsible for supporting
and monitoring activities of District Youth Peace Development
Funds and State Youth Peace Development Forum. At this level
they prepare policy frameworks for setting up forums for youth
at different levels and peace development activities developed
by majority participation by youth.
(v) National level. The national government, having developed the
National Policy on Peace and the National Peace Development
Policy for Youth, must now be the guiding light in extensive
awareness building and implementation of these policies at the
ground level through peace development fora at lower levels.
This will further be advanced through social marketing in which
traditional media (such as radio, TV, movies, print
publications, posters, direct mail, etc.), and nontraditional
media (such as street dramas, poetry and song festivals, youth
assemblies during festivals, setup of the Speakers' Bureau,
etc.) will be used. Modern electronic media such as Internet be
used to support such activities.
18. These fora will start life training for the youth and provide
appropriate skills on how to participate in decision making and conflict-
resolution effectively. Our obligation, as adults who want to empower young
people, is to help define realistic objectives and devise workable plans for
achieving them. Adults should be in committees not to lead but to participate
and enable teachers and social leaders must commit themselves to letting the
youth lead, otherwise the forum will not achieve objective of youth
empowerment. Leadership among the adults and youth leaders available in
communities should be identified and used to help youth, at the lowest level.
They can help, not just guiding, in running peace development forums. All the
forums from the school and village to the national level, should be directed
to the building of an institutionalized infrastructure of information
sharing, consultation, in decision making with youth possibly exercising the
right to veto such decisions that run contrary to their generational
interest. This concept is hardly practiced anywhere or even contemplated.
F. What Donors Should and Can Do
===================================
19. There is a direct relationship between peace and development,
particularly if we factor in the huge military expenditures. It is dismal to
note that some, of foreign exchange being provided to developing countries
tend to be diverted to the payment of military procurement bills the
procurement of armaments and weaponry in the name of national sovereignty and
security. If we tally these military expenditures, their worth would amount
to huge peace dividends equivalent to thousands of new classrooms, new
hospital wards, new housing units, as well as miles of highways and farm
roads, which would have led to more rapid and larger national development.
20. To begin with, at individual level, the MFIs including MDBs and IMF,
should implement the policy of linking concessional assistance with military
expenditures, and there should be a covenant in all forms of assistance that
any increase in military expenditure will result in reduced assistance or its
cancellation. This should be rigorously monitored and evaluated every year
and its results disclosed to the public. In addition, the MFIs may consider
contributing at least 1% of their annual profits to the setting up of
Regional Peace Development and Conflict Resolution Funds (such as Asian Peace
Development and Conflict Resolution Fund (the Fund) which can be used to help
victims of conflicts, civil war, or in bringing stability to government as
well as rehabilitation of the victims. These funds can also be used to
support conflict-resolution efforts. For this matter, some form of
cooperation among the financial institutions and the institutions involved in
peace research or peace-related activities could facilitate implementation of
such policies and setting up of appropriate mechanisms. Large corporations
like insurance and banking firms should set up foundations devoted to funding
peace development programs such as in training, research, and community
extension services. There should be multi-donor interventions at the
regional level to help establish regional mechanisms (such as Asian Peace
Institute) which can facilitate the efforts of national governments in the
formulation of National Peace Development Policies, strengthening regional
capacity in conflict resolution, enhancing skills in peace research and peace
development programs such as peace development education or training of peace
workers. This technical assistance or grant financing can be used as a
catalyst to start these activities and support such programs.
21. As stated, peace development directly contributes to poverty reduction
and social cohesiveness therefore the peace development interventions should
be introduced in social sector projects particularly rehabilitation,
including education, health and housing all of this will provide a strong
foundation to peace development. There could be technical assistance to help
countries develop peace education curriculum, training of teachers in
designing and implementing peace development activities at community level,
development of instructional materials, and youth peace development forums.
22. Donors can consider starting multi-donor activities as part of their
development program to help countries initiate peace policy development to
support their exchange programs and in aid of action research and studies on
conflict resolutions, training programs, research programs, etc. This will
gain public awareness and acceptance. It will encourage people to visit and
exchange ideas and experiences with institutions engaged in peace development
education. A passion for conflict resolution, for peace and stability, should
prevail as a societal value, in stark contrast to the culture of violence. A
simple calculation can demonstrate the possible impact of coordinated Donors'
assistance: if only one percent of foreign aid is devoted to peace
development education, this should result, properly managed and invested,
into savings of millions of dollars since no funds will be needed to finance
anti-peace and pro-military activities, and in fact make obsolete the annual
military exercises done by two or three countries annually which only
glamorize the image of violence and the military lifestyle at the cost of
peace culture and provision of basic services for the disadvantaged groups.
23. In conclusion, I would say that the youth are important assets of any
nation, making up 800 million of Asia's population. Investment in youth for
peace development will certainly improve productivity, the quality of labor
force directly contributing to economic growth, addressing the issue of
poverty, developing new value systems responsive to the movements of
globalization and information communication technology (ICT). The youth can
contribute creative and refreshing ideas, therefore they should be involved
in development of peace- and development-related policies in the
development and implementation of policies, and governance to impress upon
this vast number that they have inherited the future. They already own the
future, the nation and its resources. In line with youth's value system, the
National government should prepare and translate the UN declarations into
National Peace Policies and Action Programs. These policies, I propose,
should be practiced and backed up by resources, infrastructure, trained peace
workers, and such policies should be prepared with active involvement of
youth and implemented by youth. Learning from the violent events which
happened in various countries but led to peace and democracy, such Indonesia,
China, East Timor, Yugoslavia, Philippines, and now in the Middle East. It is
high time for developing countries to prepare national peace policies
supported by action programs for their implementation. The donors' support to
peace development activities should be high priority, We all have a common
future and to ensure the safety of our common future, there is need for
education systems around the globe to focus on developing the "Buddha nature"
in students to nurture wholesome behavior rich in compassion and authentic
character which are the foundations for world peace.
****************************************
ATTACHMENT II
Subject: Funding opportunity
Date: Tuesday, July 3, 2001 12:45 PM
From: William Klemm <WKLEMM@cvm.tamu.edu>
To: <utsumi@columbia.edu>
Tak:
I saw this notice and thought you might be interested:
Topic: Announcement of Senior Fellowship Competition
Primary Sponsor: United States Institute of Peace
The agency is soliciting applications for Senior
Fellowships from scholars or practitioners who conduct
research related to the peaceful resolution of
international conflict. Fellowship entails residence at
agency in Washington, DC, for up to ten months beginning
October 1, 2002.
URL: http://content.sciencewise.com/content/index.cfm?objectid=6967
W. R. (Bill) Klemm, D.V.M., Ph.D.
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Distribution List
Motilal Sharma
Senior Education Specialist
Asian Development Bank
6 ADB Avenue
Mandaluyong City
0401 Metro Manila
P. O. Box 789
0980 Manila
Philippines
+632-632-6797
+632-632-4444 (main)
Fax: +632-636-2310
+632-636-2444 (main)
msharma@mail.asiandevbank.org
http://www.adb.org
W. R. (Bill) Klemm, D.V.M., Ph.D.
Professor of Neuroscience
Dept. VAPH, Mail Stop 4458
Texas A&M University
College Station, TX 77843-4458
409-845-4201
or
President
Forum Enterprises, Inc.
9001 Grassburr Road
P.O. Box 5755
Bryan, TX 77805-5755
409-589-2665 (home)
FAX: 409-847-8981
wklemm@cvm.tamu.edu<<June 22, 1999>>Use this.
wklemm@vetmed.tamu.edu
wrk2101@tam2000.tamu.edu
72133.2476@compuserve.com
http://www.ForumInc.com
http://www.cvm.tamu.edu/wklemm -- resume and slide show of 8/19/98.
Demos & literature available at our WWW site:
http://cvm.tamu.edu/~vaph/klemm/whoami.html
http://cvm.tamu.edu/~vaph/klemm/resume.html -- photo of Dr. Klemm
http://cwis.usq.edu.au/electpub/e-jist/vol2no1/klemm/caadehom.htm
www.cvm.tamu.edu/wklemm/contents.htm -- white-paper
http://www.foruminc.com/forum98.show/ss_ind.html -- slide show
Ms. Harriet Hentges
Executive Vice President
The United States Institute of Peace
Washington, D.C. 20005-1708
202-457-1700
hentges@usip.org
Deborah K. Welsh
South Caucasus Project Director
National Peace Foundation
Washington DC
Tel/Fax: 994-12-92-67-58
dkwelsh@dkw.baku.az
Dr. David A. Johnson, AICP
Board member of GLOSAS/USA
Former President of Fulbright Association
Professor Emeritus
Department of Urban and Rgional Planning
University of Tennessee
108-I Hoskins Library
Knoxville, TN 37996-4015
USA
Tel: +1-865-974 5227
Fax: +1-865-974 5229
daj@utk.edu
davidj@buncombe.main.nc.us
http://web.utk.edu/~djohnutk/
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* Takeshi Utsumi, Ph.D., P.E., Chairman, GLOSAS/USA *
* (GLObal Systems Analysis and Simulation Association in the U.S.A.) *
* Laureate of Lord Perry Award for Excellence in Distance Education *
* Founder of CAADE *
* (Consortium for Affordable and Accessible Distance Education) *
* President Emeritus and V.P. for Technology and Coordination of *
* Global University System (GUS) *
* 43-23 Colden Street, Flushing, NY 11355-3998, U.S.A. *
* Tel: 718-939-0928; Fax: 718-939-0656 (day time only--prefer email) *
* Email: utsumi@columbia.edu; Tax Exempt ID: 11-2999676 *
* http://www.friends-partners.org/GLOSAS/ *
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