Early History of the Culture of Peace
Future of the Culture of Peace: The United Nations and the Global Movement Page 38

Introduction and UNESCO's Mandate
Page 1

Yamousoukro and Seville Statement
Page 2

Origins and Executive Board Adoption
Pages 3 - 4

Launching the Programme: El Salvador and Roundtable
Pages 5 - 6 - 7

1993 General Conference
Page 8

National Projects
Pages 9 - 10

Programme Unit
Page 11

Toward a Global Scope
Pages 12 - 13

Transdisciplinary Project and Human Right to Peace
Pages 14 - 15 - 16

1997: A New Approach
Page 17

UN General Assembly Resolutions
Page 18

Resolution for International Year
Page 19

Declaration and Programme of Action
Pages 20 - 21

Resolution for International Decade
Pages 22 - 23

Training Programmes
Page 24

Global Movement
Pages 25 - 26

Publicity Campaign
Pages 27 - 28

Decentralized Network
Pages 29 - 30

Manifesto 2000
Page 31

Use of Internet
Pages 32 - 33

Future of the Culture of Peace
Pages 34 - 35 - 36 - 37 - 38

Annexes and Documentation
Page 39


(continued from previous page)

Because of the broad inclusiveness of the movement, it is able to contain contradictions and to work with them. During the years of the Culture of Peace Programme and the International Year for the Culture of Peace and preparations for the Decade we were often been called upon to mediate in conflicts involving actors at different levels in the movement, for example between a Member State and a non-governmental organization or between the State and an artist. Always, the culture of peace is a readiness to listen and to dialogue.

The emphasis of the movement is on action and actors. Those who take part in the movement undertake their actions within the framework of the concept of the culture of peace and the Programme of Action adopted by the UN General Assembly. Education for a culture of peace, both formal and informal, is conceived as education through action, or to recall the phrase of the great educator John Dewey, "to learn by doing." To quote from the original draft of the programme of action presented by UNESCO to the UN in 1998 (para 59 of A/53/370):

Solidarity, creativity, civic responsibility, gender sensitivity, the ability to resolve conflicts by non-violent means and critical skills should be learned through practice which involves the educational community in activities promoting a culture of peace.

The transition from a culture of war to a culture of peace is perhaps the most profound transformation in history. As described in Chapter 10 of the October 1995 version of the Culture of Peace Monograph:

The transformation of society from a culture of war to a culture of peace is perhaps more radical and far-reaching than any previous change in human history. Every aspect of social relations - having been shaped for millennia by the dominant culture of war - is open to change, from the relations among nations to those between women and men. Everyone, from the centers of power to the most remote villages, may be engaged and transformed in the process.

previous page
home page
next page