Nonviolence is the answer to the crucial political and moral questions of our time the need for mankind to overcome oppression and violence without resorting to oppression and violence mankind must evolve for all human conflict a method which rejects revenge aggression and retaliation the f ID: 679280
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Slide1
PeaceSlide2
“I submit that an individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for the law.” -Martin Luther King, Jr
“Nonviolence is the answer to the crucial political and moral questions of our time; the need for mankind to overcome oppression and violence without resorting to oppression and violence. mankind must evolve for all human conflict a method which rejects revenge, aggression, and retaliation. the foundation of such a method is love.”
-Martin Luther King, Jr
“An eye for an eye makes the whole world blind.” -GandhiSlide3
Peace: More than just a symbolSlide4
Stage 1:
Working individually and avoiding discussion, write four different statements beginning with “Peace is…”, one in each quadrant of your piece of paper. The statements should capture your own understandings of the concept of peace.
Form a group of four to share and discuss what you have written.
Prepare a mutually acceptable short paragraph describing peace. Write your paragraph on the piece of newspaper in order to make a poster. Feel free to add graphics (symbols, cartoons,
etc
).
Each group will share their poster and will discuss the following questions.Slide5
Discussion questions
Is peace the absence of war? Is it the absence of injustice? Or is it both — and possibly more?
Is peace a goal to be aimed at or a way of living one's life?
Does war come from inside ourselves and, hence, is a natural part of the human condition?
Is war somehow forced upon ordinary people by those in power? Is it forced upon them by social, political and economic structures (the way those in power have organized society and the world)?
Is there such a thing as a "just" war? Can war bring peace?
Is the maintenance, stockpiling and updating of weapons systems an effective means of upholding peace?
Is deterrence morally defensible?Slide6
Stage 2:
You’ll be given one half of a quote. Look for the other student with whom you can join to form a complete quote.
Take a look at the complete quotes. In your groups, determine:
the most challenging statement the most courageous statement
the most thought-provoking statement the most insightful statement
the most inspirational statement the blandest statement
Can these messages be related to your original poster definitions?Slide7
Taking stockSlide8
Were there any differences in the amount of information you were able to fill in on each list?
How do you think these messages about violence influence our everyday actions?
What do your responses reflect about our culture?
Does the absence of war or violence mean that we have peace? Why or why not?
Do you think that students should study peace and the underlying causes of violence in school? Why or why not?
What do you think about the idea of establishing a federal Department of Peace? What might its responsibilities include?
What do you think is needed for our country or our world to mobilize a culture of peace?
Do you think that violence and aggression are a natural part of human behaviour and therefore will always be part of our culture?Slide9
What are the preconditions for a culture of peace as laid out in the statement from the Hague?
Understand global problems
Have the skills to resolve conflicts non-violently
Live by international standards of human rights
Live by international standards of gender equality
Live by international standards of racial equality
Appreciate cultural diversity
Respect the earthSlide10
Discussion Questions
Do you agree that these preconditions are necessary before peace can be achieved?
Do you think there is anything missing?
Which precondition do you think is the most important for the creation of a culture of peace? Why?
The last line of the full Hague quote reads, “Such learning can only be achieved with systematic education for peace.” Do you agree with this statement? Why or why not?Slide11
How can “understanding global problems” relates to, or assists in, the creation of a culture of peace. Slide12
Personal Perspectives
Can you think of any widely held social beliefs, systems or ideas that have changed over time (e.g., drinking alcohol while pregnant/driving, segregation of blacks, women voting and working, acceptance of common-law or gay relationships)?
Are there relationships between local and global actions? What do they look like?
Who do you think has the most power to change things in our world: individuals, organizations or governments? Slide13
Perspectives of others
In your groups, determine:
• the most challenging statement • the most thought-provoking statement
• the most motivational statement • the least inspiring statementSlide14
Select quotes that address:
• what causes people to take action
• why people choose not to act
• the power of the individual
• the power of a group
• what kind of action people can take
• who is responsible for making change happenSlide15
PeacemakingSlide16
Peacemaking
A measure to deal with existing conflicts
Usually involves diplomatic action to bring hostile parties to a negotiated agreement.
This may include direct activities by the United Nations to help in negotiating a peace agreement, or it may mean that the UN facilitates peacemaking by peace negotiators
Peacemakers may also be envoys, governments, groups of states, regional organizations or the United Nations.
Peacemaking efforts may also be undertaken by unofficial and non-governmental groups, or by a prominent person working independently.Slide17
PeacebuildingSlide18
Peacebuilding
Involves a range of measures aimed at reducing the risk of relapsing into conflict.
Long-term process of creating conditions for lasting peace by:
Working on root causes of the conflict
Supporting security
Helping rebuild the justice system
Supporting national human rights establishments
Peacebuilding is a complex, long-term process of creating the necessary conditions for lasting peace.Slide19
PeacekeepingSlide20
Peacekeeping
Designed to preserve the peace, where fighting has ended, and to assist in implementing the peace agreement achieved by the peacemakers.
UN Peacekeeping operations are sent to situations where the main parties to a conflict have shown their commitment to a cease-fire, or the peace process.Slide21
From Peacekeeping to peacemaking
Many people, both inside and outside of Canada, view this country as a nation of peacekeeper.
Jim Travers, a political columnist with the Toronto Star, captured this idea when he told a forum on peacekeeping: “Peacekeeping ranks up there with hockey…it is important in our self-definition.”
In fact, Canada is often credited with inventing peacekeeping. This is because Lester B. Pearson-who became president in 1963-first proposed the idea to the United Nations in 1956.
From 1956 to 1990, Canada participated in all UN peacekeeping missions.
In the1990s, the number of missions increased, and Canada did not have the resources to take part in all of them.Slide22
In addition, peacekeeping was changing. At first, peacekeeping involved helping to resolve conflicts between countries. But in the 1990s, more and more missions involved peacekeepers in civil conflicts within countries. In these situations, keeping peace was much more difficult-and dangerous.
As a result, some peacekeeping missions failed. In the former Yugoslavia, for example, peacekeepers were forced to fight back against armed attacks.
In Rwanda, a small peacekeeping force under the command of Canadian general
Roméo
Dallaire
was powerless to stop a genocide.
In Somalia, peacekeeping troops were largely ineffective, and some Canadian troops were accused of killing several Somalis, including a 16-year-old boy who had sneaked into their camp.
The Canadian peacekeepers were summoned home in disgrace.Slide23
“Unfortunately some incidents put a shadow over everything we did. A few incidents made the news, and [not] all the rest of the work-the school we built, the engineering work. We saved dozens of people. And we read about that nowhere.”
-Captain
Hercule
Gosselin, Canadian Airborne Regiment, 1993,
SomoliaSlide24
These difficulties sparked debate over whether traditional peacekeeping could work in civil conflicts.
Some people even began to suggest that the idea of peacekeeping should be abandoned and that international forces should focus on peacemaking.Slide25
Canadian Peacekeeping
MisisonsSlide26
AfghanistanSlide27
Balkans /
YugoslaviaSlide28
CambodiaSlide29
CongoSlide30
CyprusSlide31
East
timorSlide32
EgyptSlide33
Ethiopia &
EritreaSlide34
HaitiSlide35
Persian GulfSlide36
Rwanda
1994Slide37
SomaliaSlide38
SyriaSlide39