CULTURE OF DEFENCE AND PEACE

There is now available a nonlethal brain-based, scientifically-verified, field-tested, human resource-based technology to create lasting peace. Armed forces and civilian groups worldwide have been and are currently deploying this cost-effective approach known as Invincible Defense Technology (IDT). Militaries use IDT to stop and prevent war, terrorism, crime and to make their homelands secure. IDT has been quietly demonstrated by these groups in particularly conflict-prone regions to be the ultimate approach for conducting operations other than war (OOTW). In defense-related circles IDT is gaining attention as leaders realize this is the ultimate OOTW strategy. The nation that properly deploys IDT becomes invincible, unconquerable, and incapable of being defeated; attaining victory BEFORE war by preventing enemies from ever arising. With IDT so easy to implement and so effective at creating invincibility, why haven't all militaries deployed this strategy? The answer can be found in Dr. Carla Linton Brown's Harvard University doctoral dissertation and subsequent paper published in the Journal of Social Behavior and Personality on attitudes towards Invincible Defense Technology. ,,,Italian airpower advocate General Giulio Douhet's strategy still applies today:  "Victory smiles upon those who anticipate the change in the character of war, not upon those who wait to adapt themselves after the changes occur." ...We may never know who would be inspired by this document to take action in India as well as other countries worldwide to utilize IDT as an OOTW strategy to creating lasting peace.

Se consideran las siguientes temáticas relacionadas, aunque no exclusivas:

Pedagogías para la paz: el nuevo rol de la cultura de paz en la educación del siglo XXI Teorías de cultura y educación para la paz
Conceptos centrales de la educación para la paz
Capacidades docentes para la construcción de paz en América Latina Metodologías para la construcción de paz en contextos escolares
Cultura y educación para la paz en Asia y África: teorías y metodologías Educación para la paz y análisis de los costos de la violencia en América Latina Derechos humanos y educación para la paz en el sistema educativo mexicano Filosofía de la no-violencia para jóvenes
Investigación en educación para la paz y estudio de conflictos

Há exatos 70 anos, após o fim da Segunda Guerra Mundial, quando a
humanidade deu-se conta dos horrores e das barbaridades praticadas nos campos de concentração, tomou-se consciência de que se necessitava de um documento plurinacional, que ajudasse a evitar que novas atrocidades acontecessem e garantisse direitos básicos aos seres humanos. Dado esse contexto, emergiu aquele que é o documento mais importante e fundamental do século XX, com vistas a fomentar uma sociedade mais justa e fraterna.
Apesar de ter a chancela da ONU e ser um divisor na história do direito
moderno, ainda há grupos minoritários da sociedade que contestam certos pontos. Sabe-se que o caminho para a efetivação dos direitos humanos, ainda, precisa avançar muito; contudo é inegável que, a partir da Declaração dos Direitos Humanos de 1948, ganhou-se uma baliza que muito ajuda na sua efetivação. Em sintonia com as comemorações que aconteceram no mundo inteiro, alusivas à efeméride, seguem-se estes Anais que são resultado dos trabalhos apresentados na IV Jornada de Educação, Meio Ambiente e Cultura de Paz: Comemoração dos 70 Anos da Declaração dos Direitos Humanos, realizada pelo Núcleo de Inovação e Desenvolvimento (NID): Observatório de Cultura da Paz, Direitos Humanos e Meio Ambiente, no dia 10 e 11 de dezembro de 2018, na Cidade Universitária da Universidade de Caxias do Sul (UCS).

The European Union security and counter-terrorism strategy adopted after 11 September 2001 has not been effective, instead resulted in the increase of Islamist terrorist incidents. Europe has been hit by a wave of terrorist attacks, which demonstrates the limits of the Security and Defence Policy. The EU short-term strategy, tending only to hit terrorist organisations, has not produced the expected effects: attacks in Europe, rather than decreasing, have increased. Little or nothing has been done to develop a successful preventive strategy. After the early 2000s, there is hardly registered Islamic attack within the EU, due to the change in the Al-Qaeda strategy. The recrudescence recorded after 2014 coincides with the rise of ISIS. The EU shortsighted strategy adopted so far to combat Islamic terrorism has proved ineffective. Attacks within the EU, rather than decreasing, have increased. The high number of terrorist incidents and casualties within the EU demonstrates that terrorism ...

En la actualidad necesitamos una educación para la paz, que pro- mueva no solamente lo material y lo técnico, sino también lo huma- no, que sea cosmopolita y transversal y que tenga como finalidad el desarrollo humano. Educar, como se presenta en este texto, es movilizar a las personas a que sean actores y no espectadores, a que tengan pasión por la paz, a que aprendan a utilizar la fuerza de las palabras, las ideas y los sentimientos y, sobre todo, a que fomenten con sus acciones diarias las culturas de la paz. De hecho, se pre- senta la historia y el proceso de la cultura para la paz subrayando su vinculación con la erradicación de la pobreza, de las desigualda- des entre y dentro las naciones y con la transformación pacífica de los conflictos. Si queremos la paz, debemos aprender a ser pacífilos (amantes de la paz), gente que trabaja y siembra la paz en su tierra y en la tierra de los demás.



Nowadays, we need an education for peace that not only fosters the material and technical matters, but also the human. An educa- tion which be cosmopolitan, and cross-sectorial and addressed to the human development. Educating, as stated in this text, means put people into motion so that they are actors and not audience. People who are passionate about peace, who learn to use the power of words, ideas and feelings. And above all, people who promote the cultures of peace through their daily actions. In fact, the history and process of the culture for peace highlights the link with the eradication of poverty, of inequalities both among and within na- tions, as well as through the peaceful transformation of conflicts. If we want peace, we must learn to be peace-loving –people that work and spread peace in their land and in others’.

The book 'Socjalistyczny postkolonializm. Rekonsolidacja pamięci' (Socialist Postcolonialism: Memory Reconsolidation) is about the Polish postcolonial tradition of before 1989, which has been blanked out of memory. The year 2000, i.e., the year in which the Polish translation of Ewa Thompson’s book Imperial Knowledge. Russian Literature and Colonialism appeared, is taken as the beginning of Polish postcolonial thought. However, the general thesis of the present book is that widely understood postcolonialism functioned in Poland before 1989. The real beginning of thinking in postcolonial terms started with the World Congress of Intellectuals in Defense of Peace, held in Wrocław in 1948. The purpose of the book is to reconstruct the rubbed out history of socialist postcolonialism and to determine the reasons why this cultural phenomenon was remembered/forgotten. This first task is achieved by analyzing political, press, literary, scientific and artistic discourses referring to the so-called Third World and its relations with the semi-peripheral Second World, i.e., Poland; while the second task is treated within an original conceptual framework for writing about remembering/forgetting, using the category of re/consolidation drawn from neuroscience and psychology. The work uses the terms “socialist postcolonialism” and “postcolonialism of the Second World” alternately and refers to postcolonial studies, although conceptually it is rooted in memory studies which are also seeing intense development in Poland.