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Fostering A Culture Of Peace
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  • Thinking about and discussing the meaning of their service experience, connecting it with broader: social issues personal values. A student helping in a homeless center in lower Manhattan as part of the Youth Service Opportunity Project comes to see a human face on what previously may have been an abstract concept – homelessness. Eg. Students in two courses – psychology and creative writing – work in pairs to make weekly visits throughout the semester to homebound elderly person . Task is to write a short biography. Robert Bringle , director of the Center for Public Service and Leadership at Indiana University-Purdue University at Indianaplois have a flier: Tell me and I forget Teach me and I remember Involve me and I learn. (T. Marchese, “Service-Learning in the Disciplines: An Interview with Monograph Series Editors R. Bringle and E. Zlotkowski, AAHE Bullitin (March 1997). For College Students Course based service has a stronger effect on promoting students’ sense of civic responsibility than does service conducted independently or through the cocurriculum. [A.W. Astin and L.J. Sax, “How Undergraduates Are Affected by Service Participation, Journal of College Student Development, 39, no.3 (May/June 1998): 251-63] Structured reflection linking the academic and service components Journals Papers presentations .
  • What are the highest development priorities in this country? Introduce the Purpose What are the MDGs? How they originated Why do they matter? Background The MDGs include halving income-poverty and hunger; achieving universal primary education and gender equality; reducing under-5 mortality by two-thirds and maternal mortality by three-quarters; reversing the spread of HIV/AIDS; and halving the proportion of people without access to safe water. These are age-old challenges. Poverty is an old enemy that has many faces. What is unprecedented is the commitment of world leaders to agree on setting a deadline for human development.
  • Talk about the benefits and downsides of the Goals, and be sure to have the information on the details of the targets.
  • The Millennium Development Goals were not a ‘bolt from the blue’, but encapsulate a lot of the work of UN conferences of the 1990s (and earlier) and bring them together in a coherent, targeted framework for international development.
  • Encourage countries to take the MDGs seriously as operational objectives and i ntegrate them with national development plans (PRSPs, PRSs, etc). Help countries to produce an MDGs needs assessment through 2015 and a corresponding 10-year policy framework. This framework should then guide the more detailed and shorter term MDG-based poverty reduction strategy. MDG targets will form the central objectives of PRSP instead of the usual macro-economic targets (e.g. inflation and budget deficit). The latter are a means towards an end, not an end by themselves. PRSP then becomes an agreed roadmap for reaching the targets. Most low income countries require technical support from the international system to put forward scaled-up investment plans to achieve the goals. Engage the general public in monitoring progress on the MDGs. Ensure that monitoring data is fed back into the advocacy strategies, programmes and policies.
  • Do you know of any successful advocacy strategies that brought about positive changes ? Next slide: What are some advocacy tools?
  • Work together on academic projects Regular opportunities to plan and reflect on ways to best work together
  • EG: Hal Urban – Greeting students at door
  • Diversity Education toward Inclusiveness Connecting beyond cultural barriers Developing increased understanding of cultural traditions other than one’s own and promoting respectful engagement across differences.
  • Thinking about and discussing the meaning of their service experience, connecting it with broader: social issues personal values. A student helping in a homeless center in lower Manhattan as part of the Youth Service Opportunity Project comes to see a human face on what previously may have been an abstract concept – homelessness. Eg. Students in two courses – psychology and creative writing – work in pairs to make weekly visits throughout the semester to homebound elderly person . Task is to write a short biography. Robert Bringle , director of the Center for Public Service and Leadership at Indiana University-Purdue University at Indianaplois have a flier: Tell me and I forget Teach me and I remember Involve me and I learn. (T. Marchese, “Service-Learning in the Disciplines: An Interview with Monograph Series Editors R. Bringle and E. Zlotkowski, AAHE Bullitin (March 1997). For College Students Course based service has a stronger effect on promoting students’ sense of civic responsibility than does service conducted independently or through the cocurriculum. [A.W. Astin and L.J. Sax, “How Undergraduates Are Affected by Service Participation, Journal of College Student Development, 39, no.3 (May/June 1998): 251-63] Structured reflection linking the academic and service components Journals Papers presentations .
  • Plan Activities Assess effectiveness of those activities in terms reaching intended goals and purpose Solve common problems

Fostering A Culture Of Peace Presentation Transcript

  • 1. Fostering a Culture of Peace through Service: The Experience of Service For Peace” www.serviceforpeace.org
  • 2.
    • S ervice For Peace is an independent nonprofit organization providing service and learning opportunities through community projects which promote transformational and sustainable personal and community development around the world.
    Connecting People to Peace Through Service
  • 3. A Culture of Peace Differs from the Politics of Peace
    • The term, “culture of peace” focuses on the internal factors that contribute to the way to peace.
    • Culture suggests the consciousness or mindset of a people—their identity and their ways of living.
  • 4. Culture of Peace
      • “ It begins within oneself and the home, spreads out to the community, then on to the regional, national and international levels . ”
      • Manifesto 2000 Pledge, UN
  • 5. “ … the only ones among you who will be truly happy are those who have sought and found how to serve.” Albert Schweitzer
  • 6. Part 1 Learning through Service
  • 7. Service: A Comprehensive Paradigm
    • Through serving develop the mindset of living for others
    • A serving community provides a model for interracial, interethnic unity within diversity
  • 8. Opportunities for the volunteer to develop character
  • 9. Volunteers are encouraged to engage in dialogue with the activity, other volunteers and the beneficiaries of their service. A circle of learning
  • 10. Time for reflection
  • 11. I slept and I dreamed that life was all joy. I woke and saw that life was but service. I served and I understood that service was joy. Rabindranath Tagore poet and Nobel laureate
  • 12. Part 2 Contribute to Society and Make History
  • 13. Improving the quality of life
  • 14. Confronting the damage that uncaring, self-centered behavior wrecks on the environment
  • 15.
      • “ Our surveys continue to show that volunteers are far more likely than non-volunteers to be concerned about others and about social causes. ”
      • Virginia Hodgkinson, Key Factors Influencing Caring, Involvement and Community
  • 16. The results of service to the community give a sense of belonging—ownership.
  • 17.
    • “ Youth who have opportunities to care for others through service have higher levels of self-esteem, less depression, better school attendance, and a greater sense of social responsibility.”
        • Helen LeGette
        • Parents, Kids and Character
  • 18. Sense of Being a Part of History
    • Actions are presented as part of a historical perspective of activism, service, social responsibility.
    • Educational content consists of history of activism, moral exemplars.
    • Long term commitment of the project.
  • 19. Sense of Being a Part of History
    • Distinction between generations that “live history” and generations that “make history.”
    Rosa Parks sits in the front of a city bus in Montgomery, Ala. on Dec. 21, 1956, the day a Supreme Court ruling banning segregation of the city's public transit vehicles went into effect.
  • 20. Generations that Live History
    • Accept present conditions as just and necessary.
    • Use the opportunities presented by present conditions to achieve self satisfying goals.
  • 21. Generations that Make History
    • Evaluate present conditions and determine if they should be maintained or changed to promote social justice.
    • Work toward goals or principles that promote social justice.
    • Try to alter the course of current events.
  • 22. The Millennium Development Goals What they are Where they came from Why they are important http://www.un.org/millenniumgoals/
  • 23. The Millennium Declaration, adopted by 189 heads of state at the United Nations Millennium Summit in 2000, committed governments and intergovernmental institutions to focusing international economic and social cooperation on the achievement of eight Millennium Development Goals (MDGs) by 2015 This list of goals is a ground-breaking achievement by the international community Not only did all U.N. member states agree to the MDGs, but it was the first time the international community-with the United Nations as facilitator-identified focused, time-bound, measurable and mutually-reinforcing development goals as a framework for the improvement of the human condition 8 GOALS……
  • 24. 8 ways to change the world …
  • 25. The Millennium Development Goals offer:
    • An unparalleled opportunity to make the world a better place
    • A formal recognition that poverty can be solved when both the rich and poor world work together
    • A practical and achievable set of targets for international development up to 2015.
  • 26. Kofi Annan, Secretary-General “ These eight commitments…are simple but powerful objectives that every man and woman…can easily understand and support.  They are also different from other bold pledges that became broken promises over the past 50 years:  first, because they have unprecedented political support; second, because they are measurable and time-bound, with most of this agenda meant to be attained by the year 2015; and third -- and most important – because they are achievable.”
  • 27.
  • 28. MDGs: What can we do?
    • Help design and implement MDG-based poverty reduction strategies
    • Provide technical support to governments for scaling up investment plans
    • Build capacities within countries systematically with a long-term horizon through to 2015
    • Track progress through disaggregated data
    • Mobilize communities through advocacy
  • 29. Applying advocacy strategies for MDGs
    • At organisational level
    • Local or community
    • Regional
    • National
    • International level or
    • Personal
    • Non Governmental Organizations
    • Youth World
    • Schools
    • Universities
    • Associations
    • Youth NGOs
    • Community based organizations
  • 30. With a clear division of responsibilities ... MDGs Developing Countries Developed Countries
    • Achieve Goals 1-7
    • Governments must:
      • implement the MDGs by integrating them into policies, plans and budgets;
      • improve governance, transparency and accountability.
    • Achieve Goal 8
    • Governments must:
      • deliver more and more effective aid;
      • cancel debts;
      • improve trading opportunities.
  • 31.
    • What can you…..
  • 32. Use city/town’s unique features
    • You don’t have to do a “special event”:
      • Use existing features/landmarks Use your town hall
      • Use “signature” events
  • 33. Pass MDG Resolutions
    • Pass a Resolution in favor of the Millennium Development Goals.
    • Sign up to the Millennium Declaration.
    • Or sign up to e.g. UCLG’s Local Govt Millennium Declaration
    • Shows commitment, raises public awareness
  • 34. Millennium Service Network™ keeping the promise!
    • T he eyes of the world are watching as the Millennium Development Goals, declared by the United nations in 2000 are fulfilled.
  • 35. Join the Millennium Service Network
    • Share ideas for service projects that address the MDGs.
    • Coordinate your organization’s activities with others for more effective service delivery strategies.
    • Advertise volunteer service opportunities.
    • Build partnerships with a shared vision of improving the world and fostering peace.
  • 36. Action Steps to Involve Youth in Activism
    • International Day of Peace http://www.un.org/events/peaceday/2005/ http://www.internationaldayofpeace.org/
    • International Day of the Volunteer http://www.unvolunteer.org
    • World Program of Action for Youth http://www.un.org/esa/socdev/unyin/ga60.htm
    • Global Youth Service Day http://www.gysd.org
  • 37. “ Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has .” Margaret Mead anthropologist
  • 38.
  • 39. Appendix Guidelines
  • 40. Types of Service Learning Projects
    • Disaster-based
    • Intergenerational
    • Educational
    • Environmental
    • Social issue-based
  • 41. Environmental
  • 42. Social issue based
  • 43. Educational
  • 44. Ten Guidelines For Promoting Social Responsibility in Community Service
  • 45. Meaningful Activity
    • Service activities should address real needs and consider the unique qualities including age of participants.
    • Source : Principles of High Quality Service Programs (1994) CNCS.
    1
  • 46.
    • Service activities should provide developmental opportunities such as:
      • Having responsibility to make decisions
      • Identifying and reflecting on one’s personal values
      • Working closely with adults while facing new and challenging situations
      • Receiving appropriate blame or credit for one’s work
      • Source : Newman Rutter
    Meaningful Activity 1
  • 47.
    • Service activities should encourage youth to engage in social interactions with diverse people.
    • Source : Youniss and Yates
    Meaningful Activity 1
  • 48.
    • Participants frequently focus on a moment when they had helped another individual in less fortunate circumstances when recounting the “best moment of the day.”
    • The act of helping others is what engages youth to commit to continued service.
    Emphasis on Helping Others 2
  • 49. Service Presented as an Integrated Part of Personal and Community Values
    • Service programs are challenged to articulate clearly the overarching values represented by service participation.
    • Connection needs to be instantiated not just in a formal mission statement, but in the daily practices of the sponsoring institution.
    3
  • 50. Group Rather than Individual Action 4
    • Partner participants to jointly serve
    • Natural mentoring opportunities
    • Learning in pairs and teams
  • 51. Reflective Opportunities with Peers 5
    • Finding meaning through:
    • Understanding self as a moral person
    • Caring and loving others
    • The value of making a contribution
    • Create social networks based on common concerns and social issues
  • 52. Reflection
    • “ I think you should learn, of course, and some days you must allow what is already in you to swell up inside of you until it touches everything and you can feel it inside you. . .
  • 53. Reflection
    • “ If you never take time out to let that happen then you just accumulate facts, and they begin to rattle around inside you. You can make noise with them, but never really feel anything with them. It’s hollow.”
    Source: The Mixed-up Files of Mrs. Basil E. Frankweiler. E.L. Koningburg, Simon and Shuster, 2002. p. 153
  • 54.
      • Concern for participants as whole persons
      • Display care and respect
      • Set moral tone
      • Moral authority
    Service Organizers and Site Supervisors as Models and Integrators 6
  • 55.
    • Establish family atmosphere
    • Participants feel responsible to each other
    • Elder/younger partners
    • High moral peer group expectations
    Site Supervisors as Models 6
  • 56.
    • Every morning each team leader should have their team share during team check-in time about the following points:
    • Good News
    • Kind Words (Affirmations)
    • I am thankful for . . .
    • Funny Things (must be clean)
    • Review Team Standards
    Daily Fives 6
  • 57. Fun and Challenging
    • Incorporate celebrations into the program
    • Provide opportunity for adventure and challenge
    7
  • 58. Acknowledging Participant Diversity
    • Understanding of cultural traditions
    • Respectful engagement across differences
    • Overcoming stereotypes
    8
  • 59. Sense of Being a Part of History
    • Actions are presented as part of a historical perspective of activism, service, social responsibility.
    • Educational content consists of history of activism, moral exemplars.
    • Long term commitment of the project.
    9
  • 60. Sense of Being a Part of History
    • Distinction between generations that “live history” and generations that “make history.”
    Rosa Parks sits in the front of a city bus in Montgomery, Ala. on Dec. 21, 1956, the day a Supreme Court ruling banning segregation of the city's public transit vehicles went into effect.
  • 61. Generations that Live History
    • Accept present conditions as just and necessary.
    • Use the opportunities presented by present conditions to achieve self satisfying goals.
  • 62. Generations that Make History
    • Evaluate present conditions and determine if they should be maintained or changed to promote social justice.
    • Work toward goals or principles that promote social justice.
    • Try to alter the course of current events.
  • 63. Responsibility
    • Involve participants in decision making
    • Help participants take ownership of moral choices
    10
  • 64.
    • “ For when people get caught up with that which is right, and they are willing to sacrifice for it, there is no stopping point short of victory.”
    Martin Luther King, Jr. Final Sermon