1. THE EMERGING CANADIAN CULTURE OF PEACE PROGRAM
And
THE CANADIAN PEACE EDUCATION EXPERIENCE
LESSONS LEARNED

2. How many of you: … have had a personal experience of violence?
…are concerned with current trends in violence?
…doubt that governments (alone) will fix this?
…are concerned about your children’s future?
…believe you can help bring peace to the world?
…believe that your respective organizations can help bring peace to the world?

3. WHY IS THIS IMPORTANT?
The most important life skills are not being taught in schools or by parents (eg. Social intelligence, conflict transformation, relationship building, communications, peacebuilding, etc.)
As a specialist in organizations, information and leadership working in peace education for over a decade, it is clear that, in the next twenty years, we’re going to get the society we’re creating now. But, we have it in our power to build a better world … a world with peace.
As Leaders in our Communities and Families with a Peace Vision, if we want to increase our success,
Take the time to look at what we are doing now, and
What will we do in the near future, to make it a saner and more socially intelligent place to live for all of us?
What we must do is bring our leadership, management & social acumen to bear on Peace.

4. The Context:
Historically, Canada has been in the middle of the pack when it comes to Peace Education.
The bottom line = there is a lot of opportunity for improvement + there is a lot of opportunity for us and our respective institutions to make a difference.
Definition:
Peace Education, in simple terms, is learning the attitudes, skills and behaviour to live together successfully.

5. A major reason for the lack of peace education resources – there has been a lack of motivation and action.
To those who proclaim an interest in peace, the challenge is, “Show me the money.” It is not there in any significant way.

6. Canadian Centres for Teaching Peace:
I had difficulty getting the information that I needed to do something to contribute to peace. So I created my own: Canadian Centres for Teaching Peace, a virtual centre at -
Since incorporation in 1998, we have had over 3,000,000 visitors to the site,
We are currently averaging over 70,000 visitors per month, from around the world,
We are the most active peace web site in Canada and one of the best in the world (in plain language, suitable for all readers),

7. Canadian Centres for Teaching Peace:
We host National and several Provincial Peace Education Conferences annually.
We host several listservers, to provide tools for communication, networking, dialogue and information dissemination.
We have created a Canadian Peace Education Foundation, to raise resources.
We have opened the first Community Centre for Teaching Peace and Peace Café
The web site works for peace 24/7.

8. We are pleased to offer our service to others.
In the process, we have developed some significant expertise in peacebuilding, peace education and leadership.
We are pleased to offer our service to others.
We try to model servant leadership; we recommend the book Servant Leadership by Robert Greenleaf

9. PEACE EDUCATION CONFERENCES
Our peace education conferences are not like other conferences.  They fill a vital gap in building a Culture of Peace, by focusing on root causes, systemic change, and a long term perspective with a bias for action now. 
We do not employ a lot of keynote speakers because we promote the wisdom in all our varied participants – in other words, everyone is a keynote speaker. We have a bias for ‘Open Space Conferencing’. 
We believe we offer a lot of value to individuals and organizations, while living within a shoe-string budget. 
While we wish larger numbers would benefit from all the effort that goes into the conference (our target is 500 participants this year), we appreciate it even if we only get a smaller number of people who share in a life changing experience, and seeds are planted that truly grow to make a difference in building peace.
This is the only venue where people get together to work on a Canadian Peace Education Strategy.  I believe you know the need for a Canadian Peace Education Strategy, to get peace education on the Canadian Agenda, and to get peace education integrated into all schools throughout Canada.  We need your knowledge to help lead peace education throughout Canada in a most significant way.

10. Canadian Peace Education Strategy:
At our First Annual Peace Education Conference in Canada, at McMaster University in Hamilton, we developed a Canadian Peace Education Strategy:
1. to get peace education onto the Canadian agenda in the near term, and
2. to get peace education integrated into all schools and curricula within the decade.
Available online at
This is consistent with the Hague Appeal for Peace Global Campaign for Peace Education, and United Nations/UNESCO research. Ultimately, all children need to learn peaceful means to manage conflict and prevent violence.

11. Peace Education Target Tasks:
Peace Education material on the Internet for self-study (fastest)
Distance Learning Programs on Internet
Hidden Curricula
Formal Curricula (this takes a long time)
University Chairs in Peace funded
Provincial Conferencing
Community Centres
Carl Rogers, "The only learning which significantly influences behavior is self-directed, self-appropriated learning.“
Give teachers the tools and they will get it in the classroom.
In all Provinces.
In all Communities.

12. Canadian Culture of Peace Program:
At our Third Annual Peace Education Conference in Canada this past November (2004), we gave birth to a new Canadian Culture of Peace Program.
Its mission is to advance a Culture of Peace and Non-violence, at home and abroad.
It is a National Culture of Peace Program linked to the United Nations’ International Culture of Peace and Non-violence Program for the Children of the World (we are currently at the mid-point of the Decade for a Culture of Peace).
We enjoy the benefit of UNESCO’s valuable research.

13. Canadian Culture of Peace Program (“CCOPP”):
The “CCOPP” is a Civil Society initiative, open to everyone and all institutions in Canada.
It is an institution gathering people and organizations who have accepted the common purpose of building a Culture of Peace, and a common discipline to guide the pursuit of that purpose, to the end that each involved person reaches higher fulfillment as a person, through serving and being served by the common venture, than would be achieved alone or in a less committed relationship.
You can get more information at

14. VALUES, ATTITUDES AND BEHAVIORS COMPARISON:
CULTURE OF WAR AND VIOLENCE
Belief in power that is based on force
Having an enemy
Authoritarian governance
Secrecy and propaganda
Armament
Exploitation of people
Exploitation of nature
Male domination
CULTURE OF PEACE AND NON-VIOLENCE
Education for a culture of peace
Tolerance, solidarity and international understanding
Democratic participation
Free flow of information
Disarmament
Human rights
Sustainable development
Equality of women and men

15. Our Pledge (Manifesto 2000):
Because the year 2000 must be a new beginning, an opportunity to transform - all together - the culture of war and violence into a culture of peace and non-violence,
Because this transformation demands the participation of each and every one of us, and must offer young people and future generations the values that can inspire them to shape a world based on justice, solidarity, liberty, dignity, harmony and prosperity for all,
Because the culture of peace can underpin sustainable development, environmental protection and the well-being of each person,
Because I am aware of my share of responsibility for the future of humanity, in particular to the children of today and tomorrow, …

16. Our Pledge (Manifesto 2000):
I pledge in my daily life, in my family, my work, my community, my country and my region, to:
Respect the life and dignity of each human being without discrimination or prejudice;
Practice active non-violence, rejecting violence in all its forms: physical, sexual, psychological, economical and social, in particular towards the most deprived and vulnerable such as children and adolescents;
Share my time and material resources in a spirit of generosity to put an end to exclusion, injustice and political and economic oppression;

17. Our Pledge (Manifesto 2000):
Defend freedom of expression and cultural diversity, giving preference always to dialogue and listening without engaging in fanaticism, defamation and the rejection of others;
Promote consumer behavior that is responsible and development practices that respect all forms of life and preserve the balance of nature on the planet;
Contribute to the development of my community, with the full participation of women and respect for democratic principles, in order to create together new forms of solidarity.

19. How to build a Culture of Peace:
Principles for CCOPP Conversations (“CCOPP Protocol”)
Safety,
Consequences,
Acceptance,
Mutual purpose,
Patience,
Difference,
Empowerment,
Action,
Responsibility
Safety – guard the space against direct or indirectly violent behaviour (eg. Lack of respect, rejection, insult, etc.; there are no stupid questions or answers; we are all continuously learning; recognize that we live in an imperfect world and we are all trying to do our best to build a better one, for the sake of future generations; stop and think first, to select your words with care, compassion and empathy)
Consequences – honest conversations are foiled if participants fear negative consequences; participants should mean no harm, have no fear, and have a clear understanding of the ‘rules’; trust must be built and earned; go to mutual purpose
Acceptance – of the others as people, and respect for them and their opinions (dispel enemy images; listen to understand why they have the opinions they do)
Mutual purpose – what is the outcome that we wish to achieve together? (invitation to a mutual learning conversation; answer ‘what is in it for us’; particularly being mindful of the overall Culture of Peace purpose/values; we aim for synergy and transformation)
Patience - one of the essential characteristics of a Culture of Peace is 'patience'. Impatience almost always leads to a culture of violence, whereas a continued practice of patience is guaranteed to develop a Culture of Peace.
Difference – we are not required to achieve consensus (it is OK to agree to disagree; we can learn from our differences, in fact we do not learn if we always agree)
Empowerment – help the others to be courageous and find their voices so that we better understand their perspectives; we want them to honestly tell us what is bothering them, what their story is, what they wish to achieve, how we can help them and how they can help us
Action – what are we going to do to continue to build a better relationship
Responsibility – people are responsible for their own experiences (the success for any participant of any conversation depends to the greatest extent on the participant’s attitude; don’t blame others; don’t try to control others – you really can’t)

20. How to build a Culture of Peace:
CCOPP Stakeholder Web – a network of stakeholders that scrutinizes and attempts to influence Canada’s behavior with respect to peace and violence.
CCOPP’s role is one of catalyst, facilitator and gap filler.
Refer to

22. CCOPP Organizational Structure/ Stakeholder Groups:
Core Working Group
Action Planning
Education
Marketing & resource raising
Government
Media
Business
Religion
Etc See

23. Transformation:
The United Nations Culture of Peace Program tells us that we need to transform all institutions from a Culture of Violence to a Culture of Peace.
Stakeholder webs are a powerful force for transformation.
They actively investigate, evaluate, and seek to change the behaviors of institutions (such as corporations, governments, educational institutions, religious organizations, NGOs, etc.) to achieve better alignment with the values and interests of their participants – in this case, a Culture of Peace.

24. Personal Transformation:
“Be the change you wish to see in others” Gandhi
“If we want to change the world, we have to begin by changing ourselves” Dalai Lama
“Your duty and mine is to bring about change by personal transformation” Deepak Chopra
In a sense, our old selves brought up in a Culture of Violence must die in order that we may be reborn to serve in a Culture of Peace, and find peace within

25. BUILDING A BETTER FUTURE: WHAT WE LEARN FROM FUTURISTS
A better future is a future with peace:
"We need to adopt the mindset of most professional futurists and become systemic optimists - those who believe that life can get better, but only if we fundamentally alter the way we think and do things.  We need to embrace whole-system change." 

26. THE INFORMATION REVOLUTION:
Massive forces are transforming the 21st century, driven by technology and innovation.
Our task is to understand and redirect these forces toward a Culture of Peace and Non-violence (much like a judo expert redirects the force of his/her opponent).

27. “E-PEACE” = CULTURE CHANGE:
Our new media (computers, internet, real time television, cell phones, etc)
drive new perceptions
drive new worldviews,
drive new understandings,
drive new psychology,
drive new relationships,
drive new institutions,
drive new culture.

28. FUTURES STUDIES HIGHLIGHTS:
The new leader will be the collaborative catalyst
Leadership will be shared
Society will change
We can’t change the past or the present, but we can change the future
The people who need the most peace education are Peace Educators and Peacebuilders
Infiltrating works better than revolutionizing

29. HIGHLIGHTS - The Prescription for Change:
work smarter not harder
expose current paradigms (their strengths, weaknesses, opportunities, and threats)
cross pollinate new ideas and collaborations
develop new tools and language
craft a new narrative
infiltrate all institutions, everywhere
find opportunities for change
support communities of fans
recapture the spirit of the citizens and amateurs who are good citizens rooted in amoré: love and passion.
Lever our power of information and social capital for the common good – be entrepreneurial; developing sustainable action
Champion peace and all its elements

30. HIGHLIGHTS: IMPLICATIONS FOR PEACE
Understand the future of power and force
Look at nature – stress creates evolution
Dissatisfaction with the status quo is healthy and necessary – it is how we move to a higher level
Civil society – the real and future superpower vs. no government wants to recognize people power because it threatens them
The larger the network, the greater the value
Transformational model – starting with the transformation of individual Peacebuilders and the Peace Institution for the 21st Century

31. HIGHLIGHTS: IMPLICATIONS FOR PEACE (cont.)
Organic learning environments
Internet/distance learning – the most effective education is self-learning
The greatest law enforcement challenge of the information age: positive ID of criminals/terrorists, before they act, while preserving civil liberties
Find solutions to the “bad guys’” problems

32. HIGHLIGHTS: IMPLICATIONS FOR PEACE (cont.)
Importance of addressing systemic problems
It is relatively easy to deal with technological change – the challenge is the social and behavioural side
The importance of Social Intelligence
The importance of Spiritual Intelligence
There is a lack of public discourse about these vital things

34. HIGHLIGHTS: IMPLICATIONS FOR PEACE (cont.)
Total solutions and service (holistic)
Transformation management vs. institutions that do not know how to grapple with ‘cultural’ change (starting with the Peace Institution and Peace Practitioners)
A new Social Contract: ethics, accountability, citizen involvement, collaboration, flexibility, patience with its citizens and civil society organizations, educational institutions, business, media, religions, etc.

35. How to build a Culture of Peace:
Filling in the Peace and Education Gaps.
What we found in doing an environmental scan of the peace industry in Canada and the world was an information void, a leadership void, a resource void, and an educational void preventing the building of a Culture of Peace and Non-violence.
Refer to
Our purpose is:
1. to fill those key voids, and
2. to build Social Intelligence (a simple definition of peace education is teaching the attitudes and skills for living together)
3. to empower (knowledge is power; lack of knowledge is lack of power)

36. Course examples: understanding macropeace, or the ‘big peace picture’,
how to teach peace (peace pedagogy),
peace leadership and servant leadership,
peace psychology,
relationship building,
critical and creative thinking,
self-sufficiency, independence, cooperation, competition, community and citizenship,…
(see following diagram)

38. Course examples (cont.):
conflict transformation,
open space technology (how to make every conference and classroom open to maximum participation),
having difficult and crucial conversations,
peace education at the family level and good parenting, etc.
How many of these courses are currently taught in your schools?

39. A CONCEPTUAL MAP
What is a Conceptual Map? This is a question I'm going to answer in more detail with specific peace examples – to add to our big picture perspective.
A conceptual map, broadly defined, presents the relationships among a set of connected concepts and ideas. It is a tangible way to display how your mind  "sees" a particular topic. By constructing a concept map, you reflect on what you know and what you don't know.

40. The ‘Iceburg’ of The Science and Technology of Peace relates to the following ‘Macropeace’ Conceptual Map that I have been working on for the past ten years. Implied in this is that peace is a complex topic – a problem of convergence, of many issues, each a dilemma in its own right.

41. The ‘Iceburg’ of The Science and Technology of Peace relates to the above ‘Macropeace’ Conceptual Map that I have been working on for the past ten years. This picture tries to give a sense of how all the technical issues interrelate. The “slices” of the Peace Pie are derived from the Agenda of the Hague Appeal for Peace, and can be added to infinitum.

42. The good news is that we do not have to know everything about the science and technology of peace – we simply must model the peace that we seek. The corollary is that we could know all the science and technology of peace, and have all the answers, but if we do not model the peace that we seek then no one will buy it. In other words, the most important criteria in influencing others to work for peace is how others perceive our behaviour – hence the Gandhi quote, “Be the Change You Wish to See In Others.”

43. “BE THE CHANGE YOU WISH TO SEE IN OTHERS” Gandhi
Note 1 – Peace Practitioners are “thwarted” when they do not act on their values (eg. By being perceived to act violently, damaging relationships, etc.).
The burden is on Peace Practitioners to dispel confusion and communicate clearly.
We do this through our behaviour. We are more successful when we ‘walk the talk’, ‘be peace’ = Peace starts with me.
“Being Peace” by Thich Nhat Hanh
Spiritual Intelligence and empowering

44. Our role is to be the guide, leader and educator – to help others find the path to peace: in their own lives, in their family, in their workplace, in their community, in their country, in their world. Hence the importance to learn about leadership, education, psychology and ourselves.

45. THE LEADERSHIP CRISIS: DANGER AND OPPORTUNITY
Note 2 – We need a new leadership ideal:
Corrupt, unjust, exploitative, lying, violent, cowardly leaders are to be shunned;
Replaced by honest, just, truthful, transparent, non-violent, brave, competent, committed, servant leaders = truly ‘public servants’ with a social purpose.
No more hypocrisy = ‘walk the talk’
Our responsibility for shared leadership.

46. THE ‘AHA’ MOMENT: EDUCATION = EMPOWERMENT LEADERSHIP = EMPOWERMENT
EDUCATION = LEADERSHIP
This is why it is so important to study leadership and peace psychology.

47. LEADERSHIP AND PEACE RECOMMENDED READING:
The Leadership Bibliography
Servant Leadership
Self Leadership
The Leader Within
Leadership & Peace Powerpoint

48. The path to peace is through peace education
The path to peace is through peace education. The short definition of peace education is learning the attitudes, skills and behaviours to live together more successfully. At the heart of peace education is raising social intelligence.

50. SOCIAL INTELLIGENCE:
These two words succinctly and clearly capture the essence of the purpose of peace education and the Culture of Peace Program
Social Intelligence by its nature works to change behaviours, forge values and incite institutional transformations from the current culture of war and violence to a Culture of Peace and Non-violence.
Social Intelligence is readily understandable, acceptable and supportable by most Canadians.
The Must Read Book:
We are blessed with the following new book, which I highly recommend to you - Social Intelligence: The New Science of Success; Beyond IQ, Beyond EI, Applying Multiple Intelligence Theory to Human Interaction, by Karl Albrecht .  Format: Hardcover, 280pp.  ISBN:   October 2005.  Jossey-Bass.  When I developed the Draft Canadian Culture of Peace Program Marketing Strategy (ref. ) , I suggested we use the concept of Social Intelligence (i.e. raising Social Intelligence/Social Development) as a path to Peace Education and a Culture of Peace – that it is more readily acceptable/ understandable by the general population.  This book explains it much better than I, including the “How To”, hence I strongly recommend it. Karl Albrecht defines social intelligence (SI) as the ability to get along well with others while winning their cooperation. SI is a combination of sensitivity to the needs and interests of others, sometimes called your “ social radar, ” an attitude of generosity and consideration, and a set of practical skills for interacting successfully with people in any setting. "Social Intelligence provides a highly accessible and comprehensive model for describing, assessing, and developing social intelligence at a personal level. This book is filled with intriguing concepts, enlightening examples, stories, cases, situational strategies, and a self-assessment tool – all designed to help you learn to navigate social situations more successfully. The author takes you on a guided tour of the five dimensions of social intelligence (“S.P.A.C.E.”): 1. Situational Awareness – the ability to read situations and to interpret the behaviors of people in those situations; 2. Presence – Often called ‘bearing’, it’s a whole range of verbal and nonverbal behaviors that define you in the minds of others; 3. Authenticity – the behaviors that cause others to judge you as honest, open, and ‘real’; 4. Clarity – the ability to explain your ideas and articulate your views; 5. Empathy – the ability to ‘connect’ with others. You can get it (and read a descriptive summary) at Chapters book store online at for $21.43 (which is 33% off the list price right now).  5 star must reading.   Click here to read detailed highlights of the book.

51. Our Vision is to build a better world, a world with a culture of peace
Our Vision is to build a better world, a world with a culture of peace. In the following slides we contrast the values of a Culture of Violence (that which we do not want) with a Culture of Peace (what we do want). We are talking about changing the world – for the better. Together, we can do it. The power of the Internet, to communicate and educate, empowers us.

52. IMAGE: VALUES OF A HIGHLY DESIRABLE FUTURE
CULTURE OF WAR AND VIOLENCE
Belief in power that is based on force
Having an enemy
Authoritarian governance
Secrecy and propaganda
Armament
Exploitation of people
Exploitation of nature
Male domination
CULTURE OF PEACE AND NON-VIOLENCE
Education for a culture of peace
Tolerance, solidarity and international understanding
Democratic participation
Free flow of information
Disarmament
Human rights
Sustainable development
Equality of women and men
In these slides we contrast the values of a Culture of Violence (that which we do not want) with a Culture of Peace (what we do want).

53. IMAGE: VALUES OF A HIGHLY DESIRABLE FUTURE (cont.)
CULTURE OF WAR AND VIOLENCE
Dysfunctional
Unjust
Illogical, irresponsible
Cognitive dissonance
No integration
Unethical
Inequity
Uncompassionate/mean
Disrespect
CULTURE OF PEACE AND NON-VIOLENCE
Functional
Just
Logical, responsible
Inner congruence
Integration of self with others
Ethical
Equity
Compassionate
Respect
In these slides we contrast the values of a Culture of Violence (that which we do not want) with a Culture of Peace (what we do want).

54. IMAGE: VALUES OF A HIGHLY DESIRABLE FUTURE (cont.)
CULTURE OF WAR AND VIOLENCE
Harm
Selfish, individualistic
Greedy
Untrustworthy/paranoid
Culture of Fear
Culture of silence
W.M.D. and WAR
Etc.
CULTURE OF PEACE AND NON-VIOLENCE
Good
Empathy, cooperative & service to others
Generous
Trust
Safety and security
Culture of dialogue
No W.M.D. and NO WAR
Etc.
In these slides we contrast the values of a Culture of Violence (that which we do not want) with a Culture of Peace (what we do want). I am sure that you can add more characteristics, but I think you get the picture.

55. IMAGE: PICTURE OF A HIGHLY DESIRABLE FUTURE (cont.)
CULTURE OF WAR AND VIOLENCE
CULTURE OF PEACE AND NON-VIOLENCE
Image 1: The Scream (driven by a culture of fear; that which we do not want); Image 2: Ecstasy (driven by a culture of purpose and goals; what we do want - happiness)

56. The fact that the great majority of the people in the world want peace is a great motivator. In most cases, they just do not know what they can do to build peace. We simply need to help them see how they can work to achieve peace. That is a role for peace leaders, builders and educators.

57. SOURCE OF GROWTH (Social Development):
"Leaders only change because they either see the light or feel the heat." Martin Luther King Jr.
Emphasize the positive, asset building – not the negative, criticism, divisive (needs based)
Balance personal growth, growth in others, organizational growth, worldly growth (“Put your mask on first before helping others.”)
The Psychology of Change – we must learn to put change on the fast track. We are doing that.

58. PARETO’S LAW:
The 80:20 Rule – 80% of the output (results or ends) is achieved by 20% of the input (means). Key to success of the high achievers.
As it applies to the Image of a Highly Desirable Future State, peace practitioners can significantly improve their success by increasing their leadership, educator, social and psychological skills, attitudes and behaviours

59. Peace Movements have tried 3 ways to end war:
Activism
Humanitarianism
Personal
Transformation
Fails because protestors are not heard, outnumbered and tend to violence
Fails because outnumbered, outfinanced by war makers & after the fact
Fails because nobody has really tried it

60. Conclusions:
The Bad News: it is not that we do not know what to do, it is that we do not do it.
"The world is dangerous not because of those who do harm, but because of those who look at it without doing anything." - Albert Einstein
Most people simply do not know what to do – hence, we can be the Guide.
The Good News: in response, we have developed a draft Canadian Culture of Peace Program Marketing Strategy
We are also working with the federal Department of Peace Initiative to build a new relationship with Governments

61. Conclusions: The Good News:
Since 9/11, the Iraq War and the Bush Doctrine, there has been more Peace Education than ever before in the history of mankind.
We have a map and are working to transform individual Peacebuilders and the Peace Institution/ Collective.
The Good News:
Your leadership is needed to help build a better world, a world with peace, and you can make a big difference.
You can be more efficient and effective by increasing your leadership, educator, social and psychological skills, attitudes and behaviours

62. SUMMARY 
The Canadian Peace Initiative (“CPI”) is a process to simply provide the venues, support and guidance to ‘Open Space to Open Minds and Hearts to Peace’. 
The  CPI process is open, transparent, patient and committed, drawing people from all walks of life, freeing them from their stasis and mobilizing them. 
All members of the Culture of Peace movement have to be leaders in their own right, drawing on their own potential and inner strengths, galvanizing, inspiring and energizing the peace movement.  Everyone is a peace leader and peace educator. 
Every day we must take ownership of ourselves and our relationships: we can do anything we set our minds and hearts to; we do no harm, expect and demand no harm be done to us or others; no one is better than another;  we are critical thinkers, finding our own truths; education is our best investment
Information and social contacts are our most important resources.  
Building a healthy culture is about building healthy relationships – we can do that.  
As we take ownership of peace others will follow – because it will be uplifting and empowering, it will be infectious, and lead to sudden, massive, cultural change.

63. Look for Peace Cafés coming to your locale
I hope that our evolving Canadian Model will provide you with food for thought.
It is being used to feed into the development of an International Peace Education Strategy
Look for Peace Cafés coming to your locale

64. YOU SHOULD ALSO BE AWARE OF THE FOLLOWING MAJOR UPCOMING CANADIAN EVENTS:
April 4-6, Annual Summit on Departments of Peace (Toronto)
October 3-5, Second Canadian Culture of Peace Symposium (Hamilton)
November 20, 2008 – Youth Peace Day (McMaster U.)
November 17-19, 2008 –Annual Leadership and Peace Workshop (McMaster U.)
November 21-24, Annual Conference For Peace Education In Canada (McMaster)

65. Recommended Reading – Peace in General
THE HUMAN RIGHT TO PEACE, by Doug Roche
Peace, Conflict, and Violence: Peace Psychology for the 21st Century, APA
Social Intelligence: The New Science of Success, by K.Albrecht
Servant Leadership
The Practice of Peace
Difficult Conversations: How to Discuss What Matters Most
Crucial Conversations: Tools for Talking When Stakes Are High
Crucial Confrontations: Tools for Resolving Broken Promises
Peace Is The Way: Bringing War and Violence To An End, by Deepak Chopra

66. Recommended Reading – Personal Transformation:
Being Peace, by Thich Nhat Hanh.
The Book of Secrets: Unlocking the Hidden Dimensions of Your Life, by Deepak Chopra
The Breakthrough Experience: A Revolutionary New Approach to Personal Transformation, by John Demartini
The Seven Spiritual Laws of Success, by Deepak Chopra 
I Need Your Love – Is That True?: How to Stop Seeking … and Start Finding …, by Byron Katie 
The Greatest Miracle in the World, by Og Mandino
The Emotional Freedom Technique, by Gary Craig
Psych-K: For Accelerated Personal Growth, by Robert Williams 

68. In the process of all this, I have been undergoing a significant personal transformation – a journey that I am pleased to share with you. 
In the process of seeking peace, we are likely to give ourselves anxiety, pain and even depression – your mind can become a war zone.  Stress is the signal that it’s time to question your own thinking.    Seeking peace is how you lose the awareness of peace.  But you can only lose the awareness of it, not the state.  That’s not an option, because peace is what we all are.  Look around you and you will find peace in many ways, if you look hard enough – celebrate them.  The spiritual secret that applies here is this: what you seek, you already are.

69. The U.N. Culture of Peace Program calls for the transformation of all institutions from a culture of violence to a Culture of Peace and Non-violence.  The first ‘institution’ that must go through this transformation is ourselves.  As Gandhi instructed us, “be the change you seek in the world”.  In a sense, our old selves (our selves raised in a culture of violence and reflecting it) must die in order that our new selves - our selves living a Culture of Peace and Non-violence – may be born.  We must truly be “Renaissance Men and Women”.  I suspect many of you are also labouring with your rebirth.  Each of us has to find the actual experience of peace and calmness on our own. The secret for doing that is to free the mind. When it is free, the mind settles down. It gives up its restlessness and becomes a channel for peace.  As the UNESCO motto proclaims, “Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed.”  This applies to us as well as “them”.
I invite you to join me in this personal transformation.  A major goal over the next period will be to strengthen our section of the web site on Building Peace at the Individual Level.

70. I fully believe that the people who need the most peace education are peace educators, peace leaders and peacebuilders.  One of our major goals at Canadian Centres for Teaching Peace is to help with the necessary personal transformations – to accelerate the personal growth and wisdom of all peace educators, leaders and builders, by supplying helpful information.  Since everyone is a potential peace educator, leader and builder – this means engaging everyone.  It truly takes an astronomical vision to make a global difference.
I am very grateful that I have found my purpose in life: peace education.  We all have our own unique talents to bring to peace education – I am pleased to bring my unique leadership, management and business talents to bear on this most worthwhile cause.  By teaching peace and wisdom, our students can transform their lives and make a difference teaching peace and wisdom.
Today, start to act as if your influence extends everywhere – you should know that it does.

71. THE WISDOM I AM LIVING
Higher Purpose - work for the welfare of the whole world, by significantly reducing the human cost of direct and indirect violence through peace education, raising social intelligence, true wisdom and self actualization throughout the world.
Communion – communicate and develop relationships with everyone else in the world, to notify the world’s farthest reaches of the purpose and intention (above).
Awareness – listen to understand, everything that impinges on the purpose (above).  Meditate on it, adapt, remain flexible, respond accordingly.
Acceptance – There are no enemies.  Understand my values and others’ values, and communicate with myself and others accordingly.  I am a genius and they are also.  Recognize every one as equally important and interdependent.
Creativity – think thoughts never thought before, ‘dance’ in a way never seen before.  Continue to solve the peace ‘problem’ every day, in creative new ways.
Being – obey the universal cycle of rest and activity.  Live a balanced life.  Sleep on it.  Meditate on it.  Develop routines and cycles.  Live the Nature of Peace, and Peace of Nature.
Efficiency – work smarter, not harder.  Prioritize.  Seek value, including profit in what is done.  Benefits must significantly exceed all costs.  Stop doing things that are not significant contributors to the purpose.
Bonding – know that we are all fundamentally the same.  There are no outcasts.  Extend the hand of friendship to all.
Giving – give and receive automatically, without expectation, without hoarding.  Give students of peace your time.
Immortality – pass on your knowledge, experience and talents to others – and become immortal by leaving a legacy of peace education that will keep on giving when you pass on to another plain.  Be remembered.
Exercise: write your own "Wisdoms" page.

72. Questions? Thank you Bob Stewart stewartr@peace.ca www.peace.ca
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