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UNESCO and Education for a Culture of Peace:
a transdisciplinary approach1
Education and Peace, Belgrade
Nov. 11-14, 2004
Dr. Marshall Conley2
Conley-International Education Associates
The term “peace”, like “humanitarian intervention” has had such a checkered history that one
finds it difficult to convince the skeptics of its true value. How can one talk about peace, while at
the same time wage war in the name of humanitarian intervention and “making peace”? The
answers are never simple, but the challenge of creating a “culture of peace” is one that is being
met today with ever-growing confidence.
Constructing a culture of peace is firstly based on the respect for human rights. That respect must
go beyond mere acquiescence, however. It starts with the application of pacific means of conflict
resolution. It follows with a growth of tolerance for other viewpoints and the development of
international understanding. It then proceeds to an active commitment to do things differently.
The lead agency of the United Nations for citizenship education and the culture of peace is
UNESCO. This short article is a digest3 of an oral presentation on UNESCO and the cross-cutting
theme, “Culture of Peace” and will cover some of the highlights of the UNESCO programmes and
activities4 as it impacts on various sectors of the organization. The actual mainstreaming of the
Culture of Peace has resulted in eight domains of action. Most of the material used in this article
is taken from the UNESCO website listed below and from personal interviews and
communications with UNESCO officials.
The United Nations General Assembly proclaimed the year 2000 as the International Year for the
Culture of Peace5 and the decade 2001-2010 International Decade for a Culture of Peace and
Non-violence for the Children of the World.6 UNESCO was designated as lead agency for this
Decade.
From UNESCO’s perspective, education for peace, human rights and democracy is the answer.
Using proactive learning tools, normative instruments, and publications one can see how to fight
against discrimination, whether it is economic, culture, or gender based. This is the essence of
citizenship education.
Creating networks of communication, utilizing the latest concepts in information technology, and
developing electronic fora, enables us to bridge the traditional gaps between those who have the
resources and those who do not. Increasingly people everywhere have access to the Internet.
1 This is an abridged version of the PowerPoint presentation made to this conference held in Belgrade, November 11-14.
2 Marshall Conley was a Professor of Political Science at Acadia University, Wolfville, Nova Scotia, Canada, for 29 years
until 2000. He specialized in international organization, human rights and peace studies. In addition, he has had a long
relationship with UNESCO as President of an Advisory Committee to the Director General, Vice-President of the
Canadian Commission for UNESCO, and a Member of various Canadian delegations to UNESCO meetings. He has
undertaken a number of studies for UNESCO Headquarters.
3 The full PowerPoint presentation can be found at: http://www.conley-international.org/Documents.
4 Please see the UNESCO website for more complete details of the cross-cutting theme on The Culture of Peace:
http://www3.unesco.org/iycp/uk/uk_sum_unescoactivities.htm.
5 See, http://www3.unesco.org/iycp.
6 See, http://www3.unesco.org/iycp/kits/a-55-47.pdf.
The growth rate continues to be faster than we can count. The truly exciting aspect is that, using
the new technologies, we can now create a culture of peace through a variety of approaches,
including music and images, and not be limited because of language differences. Ultimately, the
great contribution of information technology in the globalization of a culture of peace will be that
people will finally have a universal means of communication.
An explanation:
"The culture of peace is based on the principles established in the Charter of the United Nations
and on respect for human rights, democracy and tolerance, the promotion of development,
education for peace, the free flow of information and the wider participation of women as an
integral approach to preventing violence and conflicts, and efforts aimed at the creation of
conditions for peace and its consolidation.”7
A culture of peace is linked intrinsically to non-violent struggle. Mahatma Gandhi and Martin
Luther King called it “active non-violence”, and they showed that although the non-violent walk to
freedom is long, it is a sure way to peace. In the struggle for a culture of peace and non-violence,
there are no enemies. Everyone must be considered a potential partner. The task is to constantly
argue and negotiate with those engaged in the culture of violence, refusing to give up the
struggle, until they are convinced to join in working for a culture of peace. Sixty years after the
founding of UNESCO, the culture of peace highlights and helps people all over the world to be
able to live in accordance with the very principles that inspired the Organization’s creation.
UNESCO has a great variety of tasks, but only one mission - to build peace. Article I of the
Constitution of UNESCO states: “The purpose of the Organization is to contribute to peace and
security by promoting collaboration among the nations through education, science and culture in
order to further universal respect for justice, for the rule of law and for human rights and
fundamental freedoms which are affirmed for the peoples of the world, without distinction of race,
sex, language or religion.”
This is a road on which we already have passed major milestones of progress. Some are at the
level of intergovernmental relations: for example, the 1899 Hague Peace Conference; the 1919
League of Nations; the United Nations and UNESCO in 1945; and the Yamoussoukro Congress
on Peace in the Minds of Men which first formulated the idea “culture of peace” in 1989.
The Culture of Peace came into being in Yamoussoukro (Ivory Coast) in 1989, was adopted as a
Programme of UNESCO in 1995, and is now a world movement. Its goal is to ensure the
transition from a culture of war, violence, imposition and discrimination towards a culture of non-
violence, dialogue, tolerance and solidarity. Individuals as well as institutions and states are
already taking part in this movement. A great number of partners - including women’s groups,
youth groups, teachers, mayors, members of parliament, armed forces and the media, journalists,
religious figures, representatives of indigenous peoples, artists, and many others - have already
undertaken important projects.
In 1997, the General Assembly of the United Nations proclaimed the year 2000 the International
Year for the Culture of Peace, and in 1998 it declared the period 2001-2010 the “International
Decade for a Culture of Peace and Nonviolence for the Children of the World”. Manifesto 2000 for
a Culture of Peace and Non-violence, which was drafted by winners of the Nobel Prize for Peace,
was made public on 4 March, 1999, an event which marked the start of a world-wide public
awareness campaign to promote the aims of the International Year for the Culture of Peace.
7 See, United Nations resolution. A/Res/52/13, 15 January 1998, Para. 2.
2
What follows is an outline of some of the many programmes that UNESCO is involved with in
order to promote the culture of peace and the culture of peace decade. This is what UNESCO
calls a “cross-cutting theme”, or transdisciplinary programme.
Education for All
Over the years, UNESCO and the United Nations have developed a number of standard-setting
instruments, declarations and action plans, which are widely accepted by the international
community and which provide the basic framework for promoting the concept of education for a
culture of peace world-wide.
The development of a holistic approach, based on participatory methods and taking into account
the various dimensions of education for a culture of peace (peace and non violence, human
rights, democracy, tolerance, international, intercultural and inter-faith understanding, cultural and
linguistic diversity) is its main objective.
The International Forum on Education for Non-Violence8, held in Sintra Portugal (22 May 1996),
suggested a series of Guidelines for a Plan of Action9 for the UNESCO Interregional Project for a
Culture of Peace and Non-Violence in Educational Institutions.
The Plan of Action was directed to promote values, attitudes and behaviour which privilege the
non-violent resolution of conflict, respect for human rights, democracy, intercultural
understanding, tolerance and solidarity. It also promotes the transformation of violent competition
through a process of healing and reconciliation into co-operation on shared goals.
The Plan of action considers that students must be the main actors in the establishment of a
culture of peace and non-violence. Because of that, school should be a place where children feel
cared for and where they may cultivate the knowledge, values and skills they need to create
together a future world of justice and solidarity.
Non-Violence Education
Non-violence is a holistic theory and practice that rejects aggression and violence in order to
achieve goals or resolve conflicts in a constructive way. This evolving perspective of personal and
social empowerment is not about denying anger but channelling the energy behind anger into
other strategies that are powerful and respectful of others.
We live in a world with conflicts: war, torture, ethno-cultural rivalries and violence. Against those
problems there is a slow but growing recognition of the value of non-violence to solve them. This
fundamental human aspiration developed as a comprehensive theory by Mahatma Gandhi can be
identified in many examples throughout history.
There are a number of fascinating approaches to this challenge. A friend, currently in Hawaii, has
created a Global Youth Challenge10 and is promoting this through the Secretary General’s
Office of the United Nations. Youth will be encouraged to participate at a variety of levels for the
promotion of peace and international understanding and will create an Internet hub to link youth
and youth organizations worldwide.
8 Please see, http://portal.unesco.org/education/en/file_download.php/9ae40e86695c5d147479390e87b65e20sintra-
plan-action.pdf
9 Please see Sintra Plan of Action. http://portal.unesco.org/education/en/ev.php-
URL_ID=3216&URL_DO=DO_TOPIC&URL_SECTION=201.html
10 http://www.globalyouthchallenge.org/ .
3
Another, a Canadian-born initiative which now has international applications is the League of
Peaceful Schools11 The League of Peaceful Schools embraces the hope that our young people
will grow up experiencing less violence (intimidation, harassment, discrimination, sexism, racism,
classism) and, as a result, be empowered to undertake greater civic responsibility. Thus, our
young people will have enhanced opportunities to achieve their potential and grow in appreciation
of the richness and fulfillment of fostering caring human relationships and respect for the
environment. Peaceful Schools International12 has as its mission to provide support to schools
that have declared a commitment to creating and maintaining a culture of peace. Schools for
Peace (École et Paix)13 is another worldwide movement involving over 50 schools on all
continents.
During 2001, the Education Sector of UNESCO launched an initiative calling for "best practices"
on conflict resolution in the field of formal and non-formal education. To accomplish this initiative,
it requested numerous partners, namely, UNESCO National Commissions, NGOs, various
associations, schools, research institutions and universities to contribute to this work by sending
clear and simple written articles relating their experience in the prevention and transformation of
conflicts.
This publication informs teachers, trainers, educators, parents, youth, students, who one way or
the other, are confronted with the phenomena of violence in the school or in non-formal
community education, and are looking for practical solutions. The intention of UNESCO in this
project is to inform them what is best internationally on materials related to education for peace
and non-violence, but above all to supply concrete pedagogical tools to prevent and transform the
violence with which they are confronted on a daily basis in their work.14
Cultural and Linguistic Diversity in Education
With a focus on promoting universally shared values and a culturally sensitive diversification of
educational contents and methods, UNESCO is working to promote quality education as a
fundamental right for all by addressing a broad range of themes, which include respect for cultural
and linguistic diversity.
Based upon the principles stated in the UNESCO Universal Declaration on Cultural Diversity15,
adopted by the General Conference of UNESCO in 2001, the Organization has committed itself
to supporting Member States wishing to encourage linguistic diversity while respecting the mother
tongue at all levels of education, wherever possible, to promote through education an awareness
of the positive value of cultural diversity and to make full use of culturally appropriate methods of
communication and transmission of knowledge. The quest for quality education today is
inextricably bound up with the processes and impact of globalization.
The World Education Forum16 (Dakar, Senegal, April 2000) where UNESCO was confirmed as
the coordinator for Education For All is at the heart of UNESCO’s work during its Medium-Term
Strategy 2002-2007, and the Organization has determined education and cultural diversity to be a
priority. UNESCO’s language programme lays out its framework and strategy in this area.
11 http://www.leagueofpeacefulschools.ns.ca/
12 http://www.peacefulschoolsinternational.org/english/links/
13 http://www.eip-cifehop.org
14 http://unesdoc.unesco.org/images/0012/001266/126679e.pdf. Author(s) Antonella Verdiani Publication Year 2003-06-
09.
15 http://unesdoc.unesco.org/images/0012/001271/127160m.pdf.
16 http://www.unesco.org/education/efa/wef_2000/index.shtml.
4
The Associated Schools Project Network Launched by UNESCO in 1953 with 33 secondary
schools in 15 Member States, ASPnet now includes some 7,500 institutions, ranging from nursery
schools to teacher training institutions in 172 countries. ASPnet is one of the most successful
long-term initiatives of the Organization.17
Declaration and Integrated Framework of Action on Education for Peace, Human Rights
and Democracy
The Declaration of the 44th Session of the International Conference on Education18 (Geneva,
October 1994) was endorsed by the General Conference of UNESCO at its 28th session (Paris,
November 1995). Article 19 states:
It is essential for the development of education for peace, human rights and democracy that
reading, and verbal and written expression programmes, should be considerably strengthened. A
comprehensive grasp of reading, writing and the spoken word enables citizens to gain access to
information, to understand clearly the situation in which they are living, to express their needs,
and to take part in activities in the social environment. In the same way, learning foreign
languages offers a means of gaining a deeper understanding of other cultures, which can serve
as a basis for building better understanding between communities and between nations.
UNESCO's LINGUAPAX project could serve as an example in that respect.
Article 29 states:
Furthermore, in order to create understanding between different groups in society, there must be
respect for the educational rights of persons belonging to national or ethnic, religious and
linguistic minorities, as well as indigenous people, and this must also have implications in the
curricula and methods as well as in the way education is organized.19
Women, Science and a Culture of Peace
The L’ORÉAL-UNESCO For Women in Science partnership20, now in its seventh year, is a
unique example of how the private sector and an intergovernmental institution can work together
to recognize the achievements of women scientists and raise the profile of women in science
globally. Since the programme’s creation in 1998, over 100 women scientists from 45 countries
have been recognized for excellence in research or received encouragement to pursue their
careers. There is a long-standing imbalance between men and women in scientific research.
Women not only remain under-represented in scientific professions, but those women who do
enter the field often find that they receive less support and fewer promotions than their male
peers, resulting in a loss for society in general.
This is another example of how UNESCO is committed to enhancing women's access to and
participation in democratic processes and to encouraging the elimination of all forms of
discrimination against women. It seeks to meet the objectives outlined in the Convention on the
17 http://www.unesco.ca/en/commission/resources/documents/KeywordsEN.pdf
18 http://www.ibe.unesco.org/International/ICE/44declae.htm.
19 The full text of the Declaration and Integrated Framework of Action on Education for Peace, Human Rights and
Democracy is available at: http://www.unesco.org/human_rights/hrff.htm. Recommendation 74 can be read in its entirety
at: http://www.unesco.org/education/nfsunesco/pdf/Peace_e.pdf.
20 See, http://www.loreal.com/_en/_ww/loreal-women-in-science/focus-women-in-science.aspx.
5
Elimination of all Forms of Discrimination Against Women - CEDAW (1981)21 and its Optional
Protocol (2000)22, the Beijing Platform for Action (1995)23, as well as the United Nations
Millennium Development goal of promoting gender equality and the empowerment of women
(2000)24. Since its creation, UNESCO has worked towards the improvement of women's status
and role in society. It has focused its efforts on the promotion of equality and on the human rights
of women by analysing the social mechanisms that lead to the inferior status of women in society.
Gender relations: future action in the social and human sciences
In all regions, the focus is on research, networking, advocacy and knowledge sharing regarding
gender equality and the human rights of women. In particular research is encouraged which
focuses on the linkages between socio-economic issues and rights, the human rights of women
and social structures, and progress in the achievement of gender equality.
Research and analysis is being used as tools to promote public policy change, especially with
regard to ensuring gender equality in the enjoyment of specific human rights.
This knowledge is also disseminated through networks that will work for greater gender equality
and for the human rights of women. Consequently, cooperation and networking with UNESCO
Chairs, women's studies programmes, UN agencies and civil society organizations are essential
in order for the goals and objectives of the programme to be obtained.
Since the Fourth World Conference on Women (Beijing, 1995), the UN agencies have renewed
their commitment to the inclusion of gender in all their activities. To this end UNESCO established
the Women and a Culture of Peace Programme25 (WCP) in 1996.
Active democratic citizenship is one of the defining features of a sustainable society.
The importance of citizenship education has been emphasized in several international
agreements:
We, the Ministers of Education (of the world) strive resolutely to pay special attention to
improving curricula, the content of textbooks, and other education materials including new
technologies with a view to educating caring and responsible citizens committed to peace, human
rights, democracy and sustainable development, open to other cultures, able to appreciate the
value of freedom, respectful of human dignity and differences, and able to prevent conflicts or
resolve them by non-violent means.
[I]t is necessary to introduce, at all levels, true education for citizenship which includes an
international dimension.26
Member States should promote, at every stage of education, an active civic training which will
enable every person to gain a knowledge of the method of operation and the work of public
institutions, whether local, national or international; and to participate in the cultural life of the
community and in public affairs. Wherever possible, this participation should increasingly link
21 See, http://www.ohchr.org/english/law/cedaw.htm.
22 See, http://www.ohchr.org/english/law/cedaw-one.htm.
23 See, http://www.un.org/womenwatch/daw/beijing/platform/declar.htm.
24 See, http://www.developmentgoals.org/Gender_Equality.htm.
25 See, http://www.unesco.org/cpp/uk/projects/gender.htm.
26 UNESCO Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy,
(Montreal) 1995, in which the author participated. Please see,
http://www.unesco.org/webworld/peace_library/UNESCO/HRIGHTS/342-353.HTM
6
education and action to solve problems at the local, national and international levels. Student
participation in the organisation of studies and of the educational establishment they are
attending should itself be considered a factor in civic education and an important element in
international education.27
Intercultural Dialogue:
Among UNESCO’s chief missions is ensuring space for and freedom of expression to all the
world’s cultures. It considers that, while each culture draws from its own roots, it must fail to
blossom without contact with other cultures. It is not therefore a matter of identifying and
safeguarding every culture in isolation, but rather of revitalizing them in order to avoid segregation
and cultural entrenchment and prevent conflict.
This cultural dialogue has taken on a new meaning in the context of globalization and of the
current international political climate. Thus it is becoming a vital means of maintaining peace and
world unity.28
Much of the work of the Social Sciences Sector and the Human Rights Division29 of UNESCO is
directly or indirectly related to a culture of peace. The various programmes of this sector have
contributed in a significant way to the culture of peace programme.
UNESCO Tolerance Programme30
Upon an initiative by UNESCO, the United Nations decided to proclaim 1995, the year of the
fiftieth anniversary of both organizations, the International Year for Tolerance.
International years are occasions to generate fresh thinking, debate and awareness. Most often,
they focus on a specific target group, field of action or issue. The International Year for Tolerance,
for the first time, put the accent on a personal virtue that is increasingly viewed as a political and
legal requirement for peaceful co-existence.
The appreciation of diversity, the ability to live and let others live, the ability to adhere to one's
convictions while accepting that others adhere to theirs, the ability to enjoy one's rights and
freedoms without infringing on those of others, tolerance has always been considered a moral
virtue. Tolerance is also the foundation of democracy and human rights. Intolerance in multi-
ethnic, multi-religious or multicultural societies leads to violations of human rights, violence or
armed conflict.
In addition to pledging to promote tolerance and nonviolence through educational policies and
programmes, Member States declared 16 November the annual International Day for Tolerance.
27 Recommendation concerning Education for International Understanding, Co-operation and Peace and
Education relating to Human Rights and Fundamental Freedoms, Adopted by the General Conference of
UNESCO at its 18th session on 19 November 1974. See, http://www.unhchr.ch/html/menu3/b/77.htm.
28 On 16 October 2003, the UNESCO General Conference adopted the landmark resolution on the dialogue among
civilisations. UNESCO's strategy for the Dialogue among civilizations is based on several documents emanating either
from UNESCO itself or from resolutions adopted by the United Nations General assembly. These documents include:
26 March 2003 -- 166 EX 5 Part I: Report by the Director-General on the follow-up of decisions adopted by the Executive
Board at its previous sessions; 164 EX Decision 7.1.3 - Report by the Director-General on UNESCO’s contribution to the
implementation of the Global Agenda for Dialogue among Civilizations; 20 October 2001 -- UNESCO General Conference
31C/Res/39 - Call for international co-operation to prevent and eradicate acts of terrorism; and, 7 May 2002 - 164 EX 27 -
"Intensifying the dialogue among communities, cultures and civilizations" (paragraph 5 a.)
29 httP:// www.unesco.org/human_rights
30 http://www.unesco.org/tolerance/index.htm.
7
Fight Against Racism, Discrimination and Xenophobia31
The fight against Racism and Discrimination is at the heart of UNESCO's mandate. UNESCO
directed its efforts towards drafting international instruments that outlined standard principles,
concepts and universal criteria to support the fight against Racism and Discrimination. To further
advance the fight against Racism and Discrimination, UNESCO also developed various
operational programs and projects. A new set of dynamic objectives has been set, in parallel with
the commitments made by the international community at the World Conference against Racism,
Racial Discrimination, Xenophobia and Related Intolerance32 (Durban, South Africa, August 31st
to September 7th, 2001).
Freedom of Expression and Democracy33
UNESCO promotes freedom of expression and freedom of the press as a basic human right,
through sensitization and monitoring activities and fosters media independence and pluralism as
prerequisites and major factors of democratization by providing advisory services on media
legislation and sensitizing governments, parliamentarians and other decision-makers.
Chief among other UNESCO activities in this field: the proclamation in 1993 by the United
Nations General Assembly of a World Press Freedom Day to be celebrated on May 3; the
establishment of an advisory group on press freedom including media professionals from all parts
of the world; the establishment in 1997 of the UNESCO/Guillermo Cano World Press Freedom
Prize.
UNESCO supports independent media in zones of conflict in order to enable them to play an
active role in conflict prevention and resolution and the transition towards a culture of peace.
Peace and Tolerance
UNESCO is increasingly being asked to assist, together with the other United Nations system
organizations, funds and programmes, in seeking solutions in conflict prevention, emergency
assistance and post-conflict peace-building. Freedom of the press, pluralism and independence
of the media, development of community newspapers and radio stations are crucial to the re-
establishment of social bonds and to the reconciliation process.
Ethics
Since its creation immediately after the Second World War, UNESCO has been designated the
conscience of the United Nations. In the 21st century our world is undergoing fundamental
changes and UNESCO's ethical mission is more important than ever.
The current revolution in science and technology has led to concern that unbridled scientific
progress is not always ethically acceptable. UNESCO’s Programme on the Ethics of Science and
Technology reflects this concern and aims to place such progress in a context of ethical reflection
rooted in the cultural, legal, philosophical and religious heritage of the various human
communities. The Ethics of Science and Technology, including the Bioethics Programme and the
31 http:// www.unesco.org/shs/againstdiscrimination .
32 See, http://www.un.org/WCAR/.
33 See the Section on Communication and Information, Division of Freedom of Expression for details of this programme.
http://portal.unesco.org/ci/en/ev.php-URL_ID=1645&URL_DO=DO_TOPIC&URL_SECTION=201.html.
8
World Commission on the Ethics of Scientific Knowledge and Technology (COMEST), is one of
UNESCO’s five priority programmes.
Through the Bioethics Programme,34 UNESCO addresses the ethical, legal and social concerns
stemming from advances in the life sciences, particularly in genetics. The Programme includes
the International Bioethics Committee35 and the Intergovernmental Bioethics Committee36, the
only international bodies that address bioethics issues. The Programme’s first major success was
the adoption in 1997 by the General Conference of the Universal Declaration on the Human
Genome and Human Rights37, the only international instrument in the field of bioethics –
subsequently endorsed by the United Nations General Assembly in 1998.
The Manifesto 2000 for a culture of peace and non-violence, was drafted by a group of Nobel
Peace Prize winners, to translate the resolutions of the United Nations into everyday language
and to make them relevant to people everywhere.
The Manifesto 2000 does not appeal to a higher authority, but instead it is an individual
commitment and responsibility.
Building a culture of peace seems a daunting task--and it is! But we can all make a start and a
contribution. The first step is reflection. Reflect on eliminating violence, exclusion and conflict by
looking at our own everyday behaviour. How can we act as an agent of change with our
institutions and governments? We must understand the relationship between individual action
and the function, rules and powers of our systems of government. The next step is more dialogue
between stakeholders. Most of all, we must enter into a dialogue with other people and
organizations about building a culture of peace together, help governments and institutions be
more responsive and to commit to doing their part in making the necessary transformations.
34 See, http://www,unesco.org/shs/bioethics.
35 See, http://portal.unesco.org/shs/en/ev.php@URL_ID=1879&URL_DO=DO_TOPIC&URL_SECTION=201.html.
36 See, http://portal.unesco.org/shs/en/ev.php@URL_ID=1878&URL_DO=DO_TOPIC&URL_SECTION=201.html.
37 See, http://portal.unesco.org/en/ev.php-URL_ID=13177&URL_DO=DO_TOPIC&URL_SECTION=201.html.
9
