Integrating peace education into professional military education curriculum can help towards preventing violence and promoting nonviolent means of conflict resolution in ASEAN, according to Malaysian Defence Minister Datuk Seri Mohamad Hasan.
The peace competencies section of the new K-10 curriculum for basic education should teach students about the government’s pursuit of different peace processes, respect for human rights, and critical thinking, among others.
In Australia, major multinational weapons companies have been interfering in STEM education in order to normalise their business, and create a ‘talent pipeline’ for the global arms industry. Now, the Australian government is getting in on the act.
The East Lansing Peace Education Center is dedicated to educating people on and promoting peace and justice locally and globally.
Voices of Youth in Cameroon for Peace (VOYCE) aims to prevent the radicalisation of youth and supports those who have to de-radicalise in the Northwest and Southwest of the country, which are most hit by the Anglophone crisis.
The Kadayawan Village in the Philippines has a peace education component where different indigenous communities are united and co-existing peacefully with each other as neighbors.
The Welsh peace movement Cymdeithas y Cymod warns that there is little being done to balance recruitment to the armed forces and promotion of arms companies in schools in Wales — but this can be changed.
Paper cranes made by elementary school students in Cuba were presented recently at the Children’s Peace Monument in Peace Memorial Park with the help of local students.
Nuclear Taboo from Norm to Law, a Declaration of Public Conscience (DPC) launched by NoFirstUse Global earlier this year, has received a boost of 22,000 additional endorsers from Japan following launch of the appeal in Japanese on July 21.
PCFF, a joint Israeli-Palestinian organization of over 600 families who have lost an immediate family member to the ongoing conflict, has for years conducted dialogue meetings for youth and adults in schools. The dialogues are led by two PCFF members, an Israeli and a Palestinian, who tell their personal stories of bereavement and explain their choice to engage in dialogue instead of revenge. The Israeli Ministry of Education recently rejected the Parents Circle application to continue working in schools. Please consider signing their petition asking the Minister to reverse their decision.
Christopher Nolan’s “Oppenheimer” reintroduced the bomb to the world, but he didn’t show us what it did to the bombed. Telling that part of the story may be the only thing that can save us from the same cruel fate. Ms. Kyoka Mochida, and her teacher, Ms. Fukumoto, from Motomachi High School in Hiroshima, tell the story of the art project addressing this gap: “Picture of the Atomic Bomb.”
“Nuclear weapons can’t be reduced by one person alone,” stated 14-year-old Koharu Murosaki, also a third-grader. “I want to tell people that it’s important to put together the power of various people to reduce [nuclear arms].”