[wwpoenglish] Fwd: IFLAC, from theory to practice a peace

  • From: María Cristina Azcona <mcrisazcona@xxxxxxxxx>
  • To: wwpoenglish@xxxxxxxxxxxxx
  • Date: Tue, 19 May 2015 22:33:26 -0300

María Cristina Azcona


WWPO President founder

IFLAC Director in Central &South america

---------- Mensaje reenviado ----------
De: "ammar banni" <ammarbanni@xxxxxxxx>
Fecha: may 19, 2015 5:58 AM
Asunto: IFLAC, from theory to practice a peace
Para: "IFLAC" <iflac@xxxxxxxxxxxxxxx>, "Ada Aharoni" <
ada.aharoni06@xxxxxxxxx>, "Prof. Ernesto Kahan" <ekahan@xxxxxxxxxxxxxx>,
"Guy Crequie" <guy.crequie@xxxxxxxxxx>, "María Cristina Azcona" <
mcrisazcona@xxxxxxxxx>, "Susana Roberts" <roberts_susana@xxxxxxxxxxx>

Dear Friends;
After finding that trips and activities of my friends of IFLAC: ADA-
MARIA SUSANA- ERNESTO-GUY ..... women and men convinced by their mission for
global peace and they were able to transform the theory to practice.
Their initiatives can not remain without studies, so I thought this project
which requires the analysis:
With love and peace.
Ammar Banni
*IFLAC, from theory to practice a peace*.

*Practice together the peace does not mean to transmit made solutions, but
continue a participatory and shared commitment to peace based on a
collaborative learning process. *

An education by "workable peace" of three elements:

1. The transfer of skills on peace: the causes of peace and conflict,
awareness of its capabilities and possibilities, principles and
presuppositions of social and international peace.

2. The acquisition and dissemination capacity to act peacefully: the
ability to find solutions and to manage conflicts individually, developing
personal strength and self-confidence.

3. Learning and preparation for peaceful political and autonomous
action: influence decisions and political developments in local, state or
international, transnational action capabilities.

The necessity of confronting the phenomena related to conflict and
violence. The pedagogy of peace should refer to conflict of critical
reflection on national myths to the development of injuries due to violence
and conflict, to overcome prejudice and create enemies, the development of
tolerance and inter-cultural skills (especially in situations
etnico-political conflicts). In addition to teaching peace is linked to
democratic participation, analysis and use of new media capabilities.

The fundamental principles of peace education: the link between micro and
macro systems, holistic approach, the ability to know how to change point
of view, the differentiation between the various concepts of peace, a
critical idea of ​​violence, the ability to think with alternatives,
ability to self-reflection, developing visions and perspectives for the
future, non-violence, a long-term perspective, an ability to put into
perspective depending on the context and situation , consistency between
the means, methods and objectives.

Consideration practices "IFLAC" as an educational concept. For example,
IFLAC is a concept that has developed in recent years, particularly in
projects of peace through literature and art. This concept refers to an
education able to overcome national interests, understand the overall
social developments and policies, develop teaching skills.

The new objectives are to provide a global vision to develop the individual
to be aware of the influence of distant events and finally the destruction
of stereotypes and prejudices. IFLAC aims to develop a participatory
learning process intended to last a lifetime.

An important part of education for peace based on international security
and civil coexistence. The acquisition of new languages ​​and new social
skills more appropriate to the globalized world are also part of IFLAC.

In specific sections dedicated to the violence, conflict and peace, IFLAC
will present teaching tools and reflection to approach the study of the
causes that lead to escalation of the conflict, does the violence. Any section
is divided into two parts: knowledge and methodical and didactic

The part dedicated to knowledge has the purpose of introducing the theme. The
second aims to raise awareness and contribute to the development of a
critical vision. In the second part, IFLAC also present tips for courses in
schools using the proposed learning materials.
Having demonstrated the importance of theater, poetry, literature and music
as means of expression and reconciliation IFLAC offers kinds of "good
practice" international.

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