[gha] Re: Cultures and Creative Education + Them Harmonious Direction

  • From: Leo Semashko <leo.semashko@xxxxxxxxx>
  • To: Wadlowz@xxxxxxx
  • Date: Sat, 15 Jun 2013 15:57:51 +0400

Dear Rene,

Thank you very much for your very valuable article on “Rapprochement of 
Cultures and Creative Education” (below), which I was happy to publish on your 
personal page: www.peacefromharmony.org/?cat=en_c&key=272. 

For all the undeniable merits of these ideas developed by the UN and UNESCO, 
they, unfortunately, have no understanding the center of this rapprochement and 
this education. They did not answer the main logical question: what is social 
and scientific basis, they are possible? Without answering this question, they 
remain an unreal dream and utopia that does not lead us out of "the old slavery 
of falsehood" as you evaluated modernity in one of your article. That is 
equivalent, in my definition, to "the old slavery in total ignorance of 

Unfortunately, the UN and UNESCO remain within this old slavery of total 
ignorance in harmony, which does not allow them to see, understand, and deeply 
aware this center in the global (universal, eternal, natural, divine) harmony. 

It is the first scientifically and systematically disclosed in the ABC of 
Harmony. We should encourage the UN and UNESCO to study this ABC to start 
building a global harmonious education in it. Do you agree with that? Are you 
ready to promote the ABC of Harmony? You wrote a great review of this book: 
"The ABC of Harmony In a New Axial Age Perspective": 
www.peacefromharmony.org/?cat=en_c&key=506. You are one of its 76 coauthors. Of 
course, begs the question: do you want and are willing to promote it in the 
United Nations and UNESCO, with which you are familiar? And in your Association 
of World Citizens? 

Promotion of the ABC of Harmony in these areas will be new and turning step in 
the development of Rapprochement of Cultures and Creative Education. So there 
is no better rapprochement and better creativity and education than harmony. Do 
you agree with that? If you agree, please, proceed in this direction. And if 
you do not agree with this, then let us know what you think in the society is 
better than harmony? Thank you. 

With love, best harmony wishes,


Dr Leo Semashko:
State  Councillor  of  St.  Petersburg,
Philosopher, Sociologist and Peacemaker from Harmony;
Director:  Tetrasociology Public Institute, Russia;
Founding President, Global Harmony Association (GHA);
Director, GHA Website "Peace from Harmony": www.peacefromharmony.org
World Interfaith Harmony Project on the ABC of Harmony Base:
GHA Program Book, The ABC of Harmony:
P/Web page: www.peacefromharmony.org/?cat=en_c&key=253;
Address: 7/4-42 Ho-Shi-Min Street, St. Petersburg 194356, Russia
Phone: 7 (812) 597-65-71; Skype: leo.semahko
Facebook: http://www.facebook.com/leo.semashko?ref=tn_tnmn

----- Original Message -----
  From: Wadlowz@xxxxxxx, Wadlowz@xxxxxxx
  To: leo.semashko@xxxxxxxxx
  Sent: 15 июня 2013 г., 13:54:44
  Subject: Cultures and Creative Education

Rapprochement of Cultures and Creative Education
Rene Wadlow*
         The United Nations General Assembly has proclaimed the Decade 
2013-2022 as the International Decade for the Rapprochement of Cultures 
building on the efforts in the UNESCO General Conference which had called for 
“the development of a universal global consciousness” based on dialogue and 
cooperation in a climate of trust and mutual understanding and for a “new 
humanism for the twenty-first century.” The Rapprochement of Cultures is a 
positive aspect of the process of globalization.
           Globalization is an empirical process of world integration driven by 
a variety of economic, cultural, political, and ideological forces as seen in 
such areas as market expansion, a global production pattern as well as cultural 
homogenisation.  In the fields of economics, politics, technology, environment 
and health, we see greater collaboration and interdependence.  Now, 
international conferences, common trade agreements and multinational projects 
are striving to find solutions to long-standing difficulties and to promote 
development in areas where the problems have become too great to be resolved by 
a single State.  We are learning, out of necessity, that competition has its 
limits.  To give one example, many of the issues in trade negotiations which go 
on in Geneva where I am an NGO Representative to the United Nations are about 
labour standards, environmental policies and human rights (such as products 
fabricated by child labour).  These are all deeply domestic matters which have 
now become part of international affairs.
         Has education been changing as quickly as the world economy?  How are 
we preparing students to meet the demands of the world society?  What role are 
schools playing in the formation of active world citizens able to make real 
contributions to the creation of a more peaceful society? Are we building the 
foundations of a New Humanism?
         Education is uniquely placed to help deal with the major problems 
facing the world society: violent conflict, poverty, the destruction of the 
natural environment, and other fundamental issues touching human beings 
everywhere.  Education provides information, skills and helps to shape values 
and attitudes.  
         It is true that education is not limited to the formal school system.  
There are many agents of education: family, media, peers, and associations of 
all sorts.  Nevertheless, schools play a central role, and people expect 
schools to be leaders in the educational process.  Unfortunately, there are 
times when schools are left alone as the only conscious instrument of 
education.  Therefore, teachers need to analyse how other agents of society 
contribute to the educational process or, more negatively, may hinder the 
educational process or promote destructive attitudes and values.
         Education has two related aims. One is to help the student to function 
in society, be it the local, the national, and the world society.  The other 
aim is to help in the fullest development of the individual’s physical, 
emotional, intellectual, and spiritual capacities.
         There are three related ways to help prepare students for a 
fast-changing world in which people, ideas, goods and services increasingly 
cross State frontiers. These ways are related to:
1)     skills,
2)     content,
3)     values and attitudes.
         There is a need to teach those skills needed to be able to function 
effectively in the world: skills of goal setting, analysis, problem solving, 
research, communication, and conflict-resolution skills.  We need to place more 
emphasis on communication skills in our schools with an emphasis on personal 
expression through language and the arts.  Children need opportunities to 
acquire skills in writing, speech, drama, music, painting and other arts in 
order to find their own voices and expressions.
         The second area of importance concerns the content of education with 
an emphasis on modern history and geography, ecology, economics, civics, and 
the history of science and technology. There is also a need to organize a 
curriculum through the use of broad themes such as interdependence, change, 
complexity, culture and conflict.
         The third area concerns values and attitudes needed for living in a 
global society: self-confidence in one’s own capacity, concern and interest in 
others, an openness to the cultural contributions of other societies.  There 
needs to be a willingness to live with complexity, to refuse easy answers or to 
shift blame to others.  In practice, a good teacher makes a personalized 
combination of all these elements.
         One must be realistic in evaluating the difficulties of restructuring 
educational systems to make them future oriented and open to the world.  We all 
know the heavy structures of educational systems and the pressures to conform 
to the status quo.  We must not underestimate the narrow nationalistic 
pressures on the teaching of social issues or the political influences on 
content and methods.
         In order to understand the limits and the possibilities of change, 
teachers must be prepared to carry out research on the local community.  They 
must be able to analyse their specific communities.  It is always dangerous to 
make wide generalizations on the role of the family, the media, of religion as 
if it were always the same in all parts of the country or the same in all 
social classes and milieu.
         Thus, teachers should be able, with some sociological training, to 
carry out studies on the formation of attitudes, values and skills of their 
students by looking at the respective role of the family, the content of the 
media, and student participation in associations.  Such studies can be carried 
out in a cooperative way among several teachers so as to be able to go to 
greater depth.  Teachers could look for information to help answer such 
questions as “Are any groups excluded from participating in the community?”  
“How can possible marginalisation be counteracted?”  “How can one study 
environmental and ecological issues locally?”  “What is the significance of 
different role models such as peers, parents, and educators?”  “In what ways 
can non-formal and informal learning environments be furthered?”
         There are more and more teachers who realise the direction of current 
world trends.  Migration puts other cultures on one’s door step. Thus, the 
importance of creative efforts for the Decade of the Rapprochement of Cultures. 
We all need to be encouraged by the advances being made.  We can help one 
another so that we may develop the culture of peace and active world 
citizenship together.
    Rene Wadlow, President, Association of World Citizens

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