Dear teachers and children
This dedication is for the UN International Year of Biodiversity 2010, for teachers and individuals to discuss and to help in the restoration of earth.
International School Peace Gardens is one way to help promote the learning and promotion of best practices that are needed, for the earth.
First written on 13 Feb 2010
Cheers
Julia
................
ISPG Forests and Biodiversity Dedication
supported by
Canadian Pugwash & Science for Peace
Global Issues Project.
February 13, 2010
I ...................................................................................
from ................................................................................................................. give my word that I will strive to protect local biodiversity, wherever I am in the world. I understand that the web of life is at risk in this time of climate change, which is heating the planet. During this the United Nations, 2010 International Year of Biodiversity, I will endeavour to:
1. Use the knowledge that the removal of rain forests around the world is reducing the world’s biodiversity at an unprecedented and dramatic rate.
2. Learn the names of all species that are part of my local biodiversity.
3. Replant a variety of species constituting local biodiversity both at home, in my community and in my International School Peace Garden.
4. Reduce my consumption and share my resources with those who have less, in a effort to reduce poverty.
5. Restore local soil that has been altered through biodiversity loss.
6. Protect all species requiring biodiversity for their homes.
7. Support, with the goal of a one or two children, to reduce human impacts on biodiversity.
8. Reduce my dependence on fossil fuels and use alternative energy
9. Use technology for peaceful purposes.
10. Read, sign and implement the “Water Dedication” from 2008.
11. Encourage the nations having rain forests, so that they can protect those rain forests, for the common good of all.
12. Work with my local politicians to preserve and restore biodiversity.
Signed:.........................................................
Date:.............................................
Instructions: The “Forest and Biodiversity Dedication” is a great example of action on sustainability for Earth Day, April 22, and other United Nations Days and Years.
Teachers can use it as a teaching tool. Religious groups, students and their communities can distribute, read, sign, keep and frame the dedication, as they dedicate themselves in their International School Peace Garden annually. More information on the UN 2010 International Year of Biodiversity on http://www.cbd.int/
Wednesday, February 17, 2010
Thursday, February 04, 2010
Security Education - by Julia Morton-Marr
Dear teachers
Here are a few thoughts I had about sustainability education as part of the security required within Global Sustainability Education.
Cheers
Julia
Science for Peace - Round Table on Security
Tuesday, January 15, 2002, 14:30 - 17:30 (2:30 pm - 5:30 pm)
Croft Chapter House, University College, University of Toronto
Security Education Curriculum for Schools.
Includes Ecological, Social, Political, Economic, Biological and Physical Systems.
Citizenship Education for Primary Schools and Political Science in Secondary Schools
Submitted by the Sustainability Education EWOC E-Group.
QUESTIONS:
‚ In some schools we know that the focus for security is now on gun removal, policing, metal detectors etc. Past research has shown that when metal detectors were installed, there was an increase in violence, ie a lack of feeling secure and ‘fear’ in students. We know that less invasive options, such as IHTEC’s International School Peace Gardens program, create environments that gain more security in schools, and their communities. The question is should ‘security’ be taught in schools, if we wish to teach peace?
‚ Since September 11, 2001 what changes have occurred internationally within “Safe Schools Policy”?
‚ As an educational priority, is education for security, covered through education for sustainability? As shown by the Canadian Government’s development of the Arctic Council, the paradigm shift from Polar Security to Sustainability for the Circumpolar Countries, has brought people together.
‚ If planetary sustainability is related to individual survival (security) of species, which includes humans, then what are the main educational elements of security?
‚ As all students will need to learn ‘World Issues’ at every level in the future. How are International Minister’s of Education showing leadership towards curricula that teaches global critical issues and knowledge of global citizenship, the role students what their individual and community must play, and how they will live in peace in a global community?
COMMENTS:
This paper has been worked from concepts needed for an individual’s security ie the child in schools and the community ie from the bottom - up. Top-down educational involvement was also considered. We have divided the issues and policy into the three pillars of system sciences, a: Social b: Ecological c: Individual, for this paper’s development for the Evolution of World Order Conference series. The sustainability education team’s overall discussions and concepts were broad. They ranged from spirituality and the need for a paradigm shift to security values and teaching ethical behaviour. Both inner and outer security have been considered. There were many similarities between education for sustainability and education for security and we have continued to work with the holographic approach to achieve a balanced and holistic statement. George Besch, captured the topic with these words: “We may need to find ways of offering "security" for school children, while at the same time teaching that authentic security is only possible via "correcting the injustices under which most of the people of the earth are suffering". Also the best way of protecting children and youth from wars and insecurity is to prevent conflict. It was felt that there might be some difficulty in implementation of our ideas without inclusion of Boards of Education and their schools.
DISCUSSION: Who is accountable and to whom? Can leaders of nations be accountable for a situation for which they don’t feel accountable? Are authorities in a poverty ridden country as accountable as those leaders in developed countries?
ISSUES:
Social
1. International, national, & individual insecurity due to civilizations divided along lines of cultural identity.
2. Wars & injustice. Lack of concern for impact on women and children.
3. Lack of ‘Global Governance’ and the need for a global police force for security.
4. Religious dominance, religious injustice, and the responsibility of religions.
5. Economic injustice and the lack of accountability for poverty and illiteracy.
6. Trade and Tourism imbalances.
7. "All Technology has been developed for wars" PBS Frontline Feb 3. 2010
Ecological
1. Ecological destruction and land use ownership and issues.
2. Population and the need for humans to understand the role of the ecological footprint.
3. The effect of consumerism and the need for immediate reduction.
4. The present and future effects of climate change on global civilizations.
5. The role of oil and nuclear energy causing insecurity.
6. The current plans by the USA National Missile Defence in Space and their land use of the globe.
Individual
1. Global poverty and illiteracy effect security with many children and youth.
2. Ignoring United Nations Conventions & Agreements and their subsequent international laws. Reduction in basic human rights, and the lack of understanding of individual duties.
3. Lack of access to basic necessities amongst some civilizations.
4. Media’s control of issues is seen as harming children and youth.
POLICIES:
Social
1. That all children must receive Peace Education and learn conflict resolution methods. This will give them an understanding “A Culture of Peace.
2. Encourage programs that include and develop inter-cultural trust and understanding between nations. Include concepts of population reduction, using historical memory to prevent tactics of bullying and war.
3. Develop concepts that for schools that include international strategies of tithing from individuals and governments for the OXFAM suggested “children’s net”.
4. Teach 'Trading for Peace' with an understanding of the Industrial society’s negative role on Planetary Security. Student understanding of global issues may encourage countries of the UN to ban the sale of weapons to each other.
Ecological
1. Ensure curriculum includes a ‘global commons’ environmental protection focus, which includes how the vital systems of the planet are interconnected, and an understanding of issues involved in the current and future issues of climate change.
2. Teach how the ‘Ecological Footprint’ works for population equilibrium within an eco-system.
3. Teach sustainable population goals through prevention and protective methods in sex education. Address health issues with AIDS/HIV and STOP the many myths in African countries.
4. Involve alternative Energy use, this includes solar, wind energy research and their implementation strategies. To prevent resource wars over oil.
5. Include in the curriculum, refined energy concepts such as “exergy” as part of energy.
6. Develop programs that reduce the need for the concept of consumerism, to prevent ecological collapse.
7. Include information on the WMD by teaching the current facts - Keep space for peaceful uses.
Individual
1. Teach food security and equal sharing as a method of poverty reduction. This is an essential economic and security concern. It is hoped that by teaching values of sharing instead of encouraging economic greed, it will help to break the cycle of consumerism, and will in turn aid in the reduction of violence through inequality.
2. Each studnet has a right to knowledge of Global Governance, International Laws, the UN Conventions and Agreements, Human Rights and Duties, The Convention on the Rights of the Child, and Justice. Understand global politics as multi-civilizations in light of the current environmental crisis.
3. Encourage development of a global system of United Nations Associations Boards locally that represent all aspects of global and local governance and teach global citizenship. Global Governance managerial skills can be taught through IHTEC’s International School Peace Gardens. Students need an understanding of how to work with all levels of government.
4. Teach equal power in decision making. There is a need for equal representation in Parliament of men and women. Young children need to receive equal knowledge and therefore learn how to insist on equal power in decision making.
5. Ensure children’s basic needs are met and consider children where there is a lack of parental love. Caring for the basic needs of children includes 'love'. (A global issue that evolves here is the huge inroads that have occurred through war killing parents of young children in Afghanistan, Rwanda, Burundi and elsewhere around the world. This will create a massive manipulated generation of people who are controlled by educational and governmental systems. Some think that this is already occurring, such as young people in America who think that it is OK to be marched off to war, to protect their country. Young people from war torn societies and areas of armed conflict, are a generation of traumatised people, who are at risk. Additionally there is a group of children who have become child soldiers against their own or family wishes. This usually done by force through armed groups, forced circumstances, out of necessity, and out of vengeance. This creates an environment where their basic security and needs are not met. Post trauma, requires solving these concerns. To break the cycle, governments are obligated to provide the security tools to meet the basic needs of these children as fast as possible. )
6. Increase literacy through the language arts, performing arts, music literacy, media literacy is a right for every child. These contain essential human security elements that preventing violence but are currently being reduced from curriculums internationally.
7. These should cover Maslow's Basis needs.
IMPLEMENTATION:
Promote:
1. UNESCO’s “A Culture of Peace” internationally.
2. The Sustainability Education as outlined above.
3. IHTEC’s International School Peace Gardens and other environmental education related programs.
4. These through a network of Educational Ministries, Boards and Schools:
a. International Educational Institutions
b. Universities of Faculties of Education.
c. Federal Council of Ministers (Canada )
d. Provincial Council of Ministers, School Boards, and individual schools, teachers and parents.
Here are a few thoughts I had about sustainability education as part of the security required within Global Sustainability Education.
Cheers
Julia
Science for Peace - Round Table on Security
Tuesday, January 15, 2002, 14:30 - 17:30 (2:30 pm - 5:30 pm)
Croft Chapter House, University College, University of Toronto
Security Education Curriculum for Schools.
Includes Ecological, Social, Political, Economic, Biological and Physical Systems.
Citizenship Education for Primary Schools and Political Science in Secondary Schools
Submitted by the Sustainability Education EWOC E-Group.
QUESTIONS:
‚ In some schools we know that the focus for security is now on gun removal, policing, metal detectors etc. Past research has shown that when metal detectors were installed, there was an increase in violence, ie a lack of feeling secure and ‘fear’ in students. We know that less invasive options, such as IHTEC’s International School Peace Gardens program, create environments that gain more security in schools, and their communities. The question is should ‘security’ be taught in schools, if we wish to teach peace?
‚ Since September 11, 2001 what changes have occurred internationally within “Safe Schools Policy”?
‚ As an educational priority, is education for security, covered through education for sustainability? As shown by the Canadian Government’s development of the Arctic Council, the paradigm shift from Polar Security to Sustainability for the Circumpolar Countries, has brought people together.
‚ If planetary sustainability is related to individual survival (security) of species, which includes humans, then what are the main educational elements of security?
‚ As all students will need to learn ‘World Issues’ at every level in the future. How are International Minister’s of Education showing leadership towards curricula that teaches global critical issues and knowledge of global citizenship, the role students what their individual and community must play, and how they will live in peace in a global community?
COMMENTS:
This paper has been worked from concepts needed for an individual’s security ie the child in schools and the community ie from the bottom - up. Top-down educational involvement was also considered. We have divided the issues and policy into the three pillars of system sciences, a: Social b: Ecological c: Individual, for this paper’s development for the Evolution of World Order Conference series. The sustainability education team’s overall discussions and concepts were broad. They ranged from spirituality and the need for a paradigm shift to security values and teaching ethical behaviour. Both inner and outer security have been considered. There were many similarities between education for sustainability and education for security and we have continued to work with the holographic approach to achieve a balanced and holistic statement. George Besch, captured the topic with these words: “We may need to find ways of offering "security" for school children, while at the same time teaching that authentic security is only possible via "correcting the injustices under which most of the people of the earth are suffering". Also the best way of protecting children and youth from wars and insecurity is to prevent conflict. It was felt that there might be some difficulty in implementation of our ideas without inclusion of Boards of Education and their schools.
DISCUSSION: Who is accountable and to whom? Can leaders of nations be accountable for a situation for which they don’t feel accountable? Are authorities in a poverty ridden country as accountable as those leaders in developed countries?
ISSUES:
Social
1. International, national, & individual insecurity due to civilizations divided along lines of cultural identity.
2. Wars & injustice. Lack of concern for impact on women and children.
3. Lack of ‘Global Governance’ and the need for a global police force for security.
4. Religious dominance, religious injustice, and the responsibility of religions.
5. Economic injustice and the lack of accountability for poverty and illiteracy.
6. Trade and Tourism imbalances.
7. "All Technology has been developed for wars" PBS Frontline Feb 3. 2010
Ecological
1. Ecological destruction and land use ownership and issues.
2. Population and the need for humans to understand the role of the ecological footprint.
3. The effect of consumerism and the need for immediate reduction.
4. The present and future effects of climate change on global civilizations.
5. The role of oil and nuclear energy causing insecurity.
6. The current plans by the USA National Missile Defence in Space and their land use of the globe.
Individual
1. Global poverty and illiteracy effect security with many children and youth.
2. Ignoring United Nations Conventions & Agreements and their subsequent international laws. Reduction in basic human rights, and the lack of understanding of individual duties.
3. Lack of access to basic necessities amongst some civilizations.
4. Media’s control of issues is seen as harming children and youth.
POLICIES:
Social
1. That all children must receive Peace Education and learn conflict resolution methods. This will give them an understanding “A Culture of Peace.
2. Encourage programs that include and develop inter-cultural trust and understanding between nations. Include concepts of population reduction, using historical memory to prevent tactics of bullying and war.
3. Develop concepts that for schools that include international strategies of tithing from individuals and governments for the OXFAM suggested “children’s net”.
4. Teach 'Trading for Peace' with an understanding of the Industrial society’s negative role on Planetary Security. Student understanding of global issues may encourage countries of the UN to ban the sale of weapons to each other.
Ecological
1. Ensure curriculum includes a ‘global commons’ environmental protection focus, which includes how the vital systems of the planet are interconnected, and an understanding of issues involved in the current and future issues of climate change.
2. Teach how the ‘Ecological Footprint’ works for population equilibrium within an eco-system.
3. Teach sustainable population goals through prevention and protective methods in sex education. Address health issues with AIDS/HIV and STOP the many myths in African countries.
4. Involve alternative Energy use, this includes solar, wind energy research and their implementation strategies. To prevent resource wars over oil.
5. Include in the curriculum, refined energy concepts such as “exergy” as part of energy.
6. Develop programs that reduce the need for the concept of consumerism, to prevent ecological collapse.
7. Include information on the WMD by teaching the current facts - Keep space for peaceful uses.
Individual
1. Teach food security and equal sharing as a method of poverty reduction. This is an essential economic and security concern. It is hoped that by teaching values of sharing instead of encouraging economic greed, it will help to break the cycle of consumerism, and will in turn aid in the reduction of violence through inequality.
2. Each studnet has a right to knowledge of Global Governance, International Laws, the UN Conventions and Agreements, Human Rights and Duties, The Convention on the Rights of the Child, and Justice. Understand global politics as multi-civilizations in light of the current environmental crisis.
3. Encourage development of a global system of United Nations Associations Boards locally that represent all aspects of global and local governance and teach global citizenship. Global Governance managerial skills can be taught through IHTEC’s International School Peace Gardens. Students need an understanding of how to work with all levels of government.
4. Teach equal power in decision making. There is a need for equal representation in Parliament of men and women. Young children need to receive equal knowledge and therefore learn how to insist on equal power in decision making.
5. Ensure children’s basic needs are met and consider children where there is a lack of parental love. Caring for the basic needs of children includes 'love'. (A global issue that evolves here is the huge inroads that have occurred through war killing parents of young children in Afghanistan, Rwanda, Burundi and elsewhere around the world. This will create a massive manipulated generation of people who are controlled by educational and governmental systems. Some think that this is already occurring, such as young people in America who think that it is OK to be marched off to war, to protect their country. Young people from war torn societies and areas of armed conflict, are a generation of traumatised people, who are at risk. Additionally there is a group of children who have become child soldiers against their own or family wishes. This usually done by force through armed groups, forced circumstances, out of necessity, and out of vengeance. This creates an environment where their basic security and needs are not met. Post trauma, requires solving these concerns. To break the cycle, governments are obligated to provide the security tools to meet the basic needs of these children as fast as possible. )
6. Increase literacy through the language arts, performing arts, music literacy, media literacy is a right for every child. These contain essential human security elements that preventing violence but are currently being reduced from curriculums internationally.
7. These should cover Maslow's Basis needs.
IMPLEMENTATION:
Promote:
1. UNESCO’s “A Culture of Peace” internationally.
2. The Sustainability Education as outlined above.
3. IHTEC’s International School Peace Gardens and other environmental education related programs.
4. These through a network of Educational Ministries, Boards and Schools:
a. International Educational Institutions
b. Universities of Faculties of Education.
c. Federal Council of Ministers (Canada )
d. Provincial Council of Ministers, School Boards, and individual schools, teachers and parents.
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