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International Symposium: Collective Healing of Traumas: New Possibilities for Peace in Communities 24 Sept 2019

Collective and community initiatives can empower those suffering from the wounds of a violent past to collaborate towards mutual healing, thus creating new possibilities for peace.

To better understand the significance of these community-rooted collective healing endeavours, the GHFP and the UNESCO Slave Route Project hosted a one-day International Symposium, at the Royal Society for the Arts in London.

The event brought together practitioners and scholars who have experiences and expertise in the field of communal and collective healing of mass traumas, for an intimate dialogue focused around three core questions:

  1. What are the typical psychological and social symptoms encountered in communities resulting from the experience and legacies of past atrocities?
  2. What might constitute collective healing in these situations? 
  3. How do community-based processes and practices contribute to collective healing? (And how would the community evaluate collective healing? What are the relevant indicators that some healing has taken place?)

Presentations included the Australia’s journey of healing through the Sorry Day marches, the Healing the Wounds of History programme in Lebanon, Foresee Research Group’s restorative healing approaches in Hungary, critical reflection on the structural conditions of healing from the perspectives of South Africa’s Truth and Reconciliation, the Initiatives of Change International’s Trustbuilding in the communities programme, and the Peace Charter of Forgiveness and Reconciliation.    Read HERE Collective_Healing_Mass_Trauma_Concept_Note. Please return soon for links to videos of presentations and other information following the event.

Creators of Peace Circles: March and October 2020

What would it mean to be a creator of peace in your own life, family, community, country and world?

This year, the GHFP will be hosting two Women’s Peace Circles at our Brighton premises, in collaboration with Creators of Peace (CofP). We invite friends and colleagues (and those who are new to our work!) to join us during the weekends of 20th-22nd March or 2nd-4th October 2020.

For nearly 30 years, Creators of Peace has been bringing together women across the globe, from all backgrounds, ages and cultures who seek empowerment, inspiration and hope in our current global contexts.

Come and participate, learn, discuss, grow, share stories and explore how you can be a creator of peace.

Colleagues from CofP facilitate a ‘talking circle’, where all voices are respectfully heard, establishing shared values which will allow the group to explore diverse perspectives on topics such as:

  • What is peace?
  • Circles of concern and hope
  • What builds and destroys peace?
  • Qualities and strategies of a peacemaker
  • Inner Peace
  • Inner Listening
  • Listening to others
  • The power of forgiveness
  • Putting peace into action

Programme:

  • Friday:      6.30pm – 9.30pm: Peace Circle Session I (includes supper)
  • Saturday:  9.30am – 6.30pm: Peace Circle Session II (includes lunch)
  • Sunday:     9.30am – 3.30pm: Peace Circle Session III (includes lunch)

Venue:
Guerrand-Hermès Foundation for Peace (GHFP),
199 Preston Road, Brighton, East Sussex,
BN1 6SA United Kingdom

This programme is offered free of charge, sponsored by the GHFP and Creators of Peace volunteers.

Spaces are limited, please email events@ghfp.org to request a booking form, indicating which peace circle (March or October) you are interested to attend.

Dr Scherto Gill at the 2020 G20 Interfaith Forum

GHFP Senior Fellow Scherto Gill at 2020 G20 Interfaith Forum

On 15th October, GHFP’s Senior Fellow, Dr Scherto Gill, presented an Education Policy Brief at the G20 Interfaith Forum. She highlights the importance of exploring interfaith perspectives and interfaith organisations contribution to the global agendas, such as UN SDGs, the UN Convention on Climate Change, and so forth. Below is the transcript of her presentation.

Greetings to all. It is such a privilege for me to take part in this distinguished panel, and my sincere gratitude goes to the organisers for creating such an important spacue at the G20 Interfaith Forum for a most timely dialogue about education.

Let me begin by recalling the two aspirations that have brought us together:

One is this year’s G20 Presidency Agenda, which calls on G20 leaders to “empower people, pave the way for a better future for all.” Hence, the theme: Realizing Opportunities of the 21st Century for All.

The other is the raison-d’etre of the G20 Interfaith Forum. As already highlighted during the Opening Plenary, the Forum offers a platform where rich ideas, and values-based actions of the world’s religious, faith and interfaith communities contributing to the global agendas are heard and understood.

Indeed, under these aspirations, and in partnership with the Guerrand-Hermès Foundation for Peace, the G20 Interfaith Forum launched an Education Task Force, consisting of experts from major global organisations, such as the Aga Khan Global Network, Arigatou International, Dream a Dream India, Open Society Foundations, Global Centre for Pluralism, and Plan C: Culture and Cohesion.

I had the honour of facilitating the Task Force research that explored precisely the intersection between interfaith organisations and communities’ educational initiatives and the relevant UN SDGs especially 3, 4 and 5, namely promoting health and wellbeing, quality and equality of education.

The research brought to light that during the COVID-19 pandemic, interfaith organisations in many settings have been empowering local communities to close the gaps resulted from school closures, lack of public services due to lockdown, and isolation. They also provided practical support to address the acute social, emotional and spiritual needs of children and young people at this difficult time.

What else have the Task Force learned from the research in terms of the priorities in education policy that encourage inclusion and diversity? I will briefly mention three points which I believe are particularly innovative and pertinent to this panel’s dialogue:

First, from an interfaith perspective, educational inclusion is more than ensuring access to schooling. Many interfaith educational programmes conceive inclusion as, above all, the nurturing of the whole child, and supporting every child’s well-being in all dimensions of their development, physical, social-emotional, intellectual, moral, cultural, and spiritual.

Second, an interfaith perspective, especially through the lenses of love, compassion, respect, and humility, tends to advocate the view that human diversity is to be celebrated, and that the presence of difference in the educational environments can serve to enrich our pedagogical practices, and encourage educators to be more sensitive to the evolving well-being and learning needs of all students.

Third, an interfaith approach demonstrates that embracing inclusion and diversity must be an integral endeavour. That is to say that these must not be treated as isolated gestures, or add-ons. Instead, inclusion and diversity must be a whole system process where the empowerment of educators is a key.

Based on these insights, the G20 Interfaith Forum Education Task Force were able to develop an education Policy Brief for the consideration of G20 leaders, highlighting three policy priorities:

  1. Advancing the Wellbeing of Every Child as the Core Aim of Education
  2. Ensuring Active Participation of All in Inclusive Learning Environments
  3. Aligning Teachers’ Professional Learning with a Wellbeing and Inclusion Focus  

Illustrative practices within these policy priorities include, for instance, interfaith curriculum, interreligious literacy, relational pedagogy, democratic participation, actively engaging students at the margin, empowerment of girls, dialogic and collaborative learning, and connecting teaching and learning to students’ lived realities,

To conclude:

These interfaith perspectives also prompt us to realise that education already holds the ‘cure’ of the widespread social malaise. Hence it is not an exaggeration to propose that the ‘vaccine’ to end the hidden pandemic, i.e. the prevailing social inequality and injustice, that has plagued humanity for so long, is precisely to be found in our education system only if it is inclusive, human-centred, and caring, and only if it aims to nurture the well-being of all, and realise opportunities for all.

As John Dewey cautioned, unless we do so, we will rob our children of their tomorrow.

Interfaith Approach to Inclusive Education

This year, the GHFP sponsored the G20 Interfaith (G20i) Education Task Force’s research into Inclusive and Caring Education from an Interfaith Perspective. The research consisted in three parts: (1) a Desk Review to understand better how religion/faith and spirituality might inspire an innovative understanding of inclusive and caring education; (2) a Questionnaire Survey to seek interfaith organisations and explore faith-inspired approaches to inclusive and caring education; (3) Case Studies to illustrate how interfaith organisations engage in inclusive and caring practices in the communities.

Three priority areas have been proposed as the basis for policy recommendations:

  1. Advancing wellbeing of all as the aim of education
  2. Ensuring participation of all learners within richly inclusive learning environments
  3. Aligning teachers’ professional development with the wellbeing and inclusion focus  

The finalised G20 Interfaith Forum Education Policy Brief will now be presented at 2020 G20 Interfaith Forum to be held on 13-16 October 2020.

21 September: International Day of Peace

How to Understand Peace?

At the GHFP, we conceptualise peace as an inner spiritual state that has implications for our worldly processes. Here Dr Scherto Gill, our Senior Fellow, draws on the GHFP’s book entitled Understanding Peace Holistically, and offers three interconnected ideas:

First, peace is a spiritual value. As an inner state, peace is a special kind of tranquillity where we identify with the self as the essence of the ‘I’, the soul. Hence the expression: “I am a Soul.”  The ‘I’ connects well with that which is peaceful, such as the Divine, the Sacred, the Spirit. When our spiritual self-identification is primary, it can generate a blissful serenity that defuses the potentially violent nature of inner conflict. The peaceful ‘I’ can transcend the lived psychological tensions and calm their non-peaceful tendencies. This inner state is then experienced in our relationship with our self, other people and other beings in the world. In this way, inner peace denotes our intention and capacity to be in the right relationship, including living harmoniously with others near and far. When we are in such a state of peace, we can be ethical in our thoughts, attitudes, and acts – these are spontaneous expressions of spirituality.

Second, peace is a potential feature of all aspects of human life that involve conflict. Our world is characterised by diversity, and where there is difference, inevitably there is conflict, tension, and contradiction. These are normal ebbs and flows of life and they should not be equated with violence. Hence, conflict is not the opposite of peace, and peace does not require eliminating conflict. Often, the presence of conflict can invite us to encounter, to dialogue, to engage our humanness, to recognise each other as human beings, as part of a ‘WE’. With this mutual recognition, we can transform conflict towards innovation and positive change. With this mutual recognition, we can resolve violence – not only because violence dehumanises and therefore we reject it, but also because if others are violated and hurt, one is equally hurting – that is precisely the nature of being part of a WE. Therefore non-violence is always part of peace-making in the world – It is an active striving towards love, friendship, respect and justice that denounces all forms of antagonism, violence, and enemy-making.

Third, peace is constituted in human life itself, our well-being and flourishing. Peacefulness as a spiritual value is rooted in the intrinsically valuable nature of our being. Being human is itself valuable, regardless who we are, where we are from, nor what we are, what we do. This self-perception is a fundamental form of dignity, self-respect, or self-love. Seeing human beings (and other beings on the planet) in this way allows us to recognise that all lives, well-being and flourishing are likewise valuable. Similarly, the contents of our lives, including our experiences, activities, processes, relationships, also have intrinsic value. Peace as a spiritual state directs our appreciative awareness to these values.

For peacefulness to pertain to our spiritual and non-violent ways of being, and constitute our personal well-being, and collective flourishing, it requires that our institutions be underpinned by a culture that embodies the values of respect and compassion, our public practices to be humanising and forgiving. Equally, our global socio-economic and political systems need to reflect this respect for the inherent non-instrumental value of human being, human life, and all lives on the planet.

Bringing these three ideas together, we can see that peace is simultaneously spiritual, ethical, cultural and political. Peacefulness as an inner spiritual state has bearings on our worldly processes, and vice versa.

On this International Day of Peace, when we are invited to join millions around the planet to meditate together, by quietening our minds, widening our hearts, we also open a collective space for our spirits to speak to us about what it means to make peace, build peace, and above all, to be peace.

WE can build peace, live peace, and BE PEACE

On Monday 21st September, the GHFP joins European Peacebuilding Liaison Office (EPLO) in celebrating the International Day of Peace.

At our present time of uncertainty, many people and communities are experiencing powerlessness, and even despair. This short EPLO video message below is powerful, and empowering. The GHFP believes that WE can build peace, live peace, and be peace together.

Inclusive & Caring Education: G20 Interfaith Forum Education Task Force

As part of the G20 Interfaith (G20i) Education-Task-Force, the GHFP launched a research into Inclusive and Caring Education from a Faith Perspective. The research consisted in two parts: (1) a Desk Review to understand better how religion/faith and spirituality tend to define inclusive and caring education; (2) a Questionnaire Survey to seek examples and case studies of faith-inspired approaches to inclusive and caring education.

Three priority areas have emerged from our inquiries, which deserve further attention:

  1. Teachers’ professional development, especially towards enabling teachers to be more skilled at facilitating dialogic and collaborative learning in classrooms of rich diversity;
  2. Innovative approaches and practices of inclusive and caring education, notably in engaging girls, and other vulnerable students;
  3. Safe, caring and inclusive learning spaces, including through digital platforms.

The G20i Education Task Force is now inviting high-level experts in the fields of education, faith and policy for an online consultation with the aim to review thematic proposals and make policy recommendations.

We welcome faith-inspired educational projects and programmes that have a focus on inclusion and diversity to continue to share their practice HERE.

peace and peacefulness

GHFP Paperback: Understanding Peace Holistically

gillthomson2019_understanding-peace_holistically

Understanding Peace Holistically: From the Spiritual to the Political

This GHFP book argues that spiritually rooted and morally oriented peacefulness is relevant to the socio-economic–political structures that provide the conditions for a culture of peace. As the authors build up a theory of peace from the spiritual to the relational and communal towards the socio-political, this book also identifies key principles that characterise international and institutional processes that nurture peace. The holistic conception of peace developed in this book may guide and inspire individuals, institutions, and international organisations with regards to how to make peace.

This book is now available on Peter Lang’s website, and on Amazon.

Webinar: Impact of COVID-19 on Religious and Faith Communities

International Webinar: The impact of COVID-19 on religious and faith communities

On 27 May at 4pm CET, the Dialogue of Civilizations Research Institute partnered with the GHFP Research Institute, the Spirit of Humanity Forum, the World Faiths Development Dialogue (WFDD) and the United Religions Initiative, and held a webinar examining the impact of the COVID-19 pandemic on religious and faith communities around the world.

Questions discussed during the webinar were:

  • What are the pandemic’s major impact on religious and faith communities? How might religious leaders and their followers help embrace the challenges brought by the pandemic?
  • How might we reduce social tension stemming from religious factors at this unique time? How can we do to foster solidarity within and between different religious and faith communities and improve mental and physical well-being during the pandemic?
  • What religious, faith and spiritual practices could become part of the new normal in a post-COVID-19 world? What could be the part of religion, faith and spirituality in future of our society?

The event featured the following speakers:

Katherine Marshall, Senior Fellow, Berkley Center for Religion, Peace, and World Affairs, Georgetown University / Executive Director, World Faiths Development Dialogue

Victor Kazanjian, Executive Director, United Religions Initiative

Patrice Brodeur, Professor, Institute of Religious Studies, University of Montreal & Senior Adviser, KAICIID

The Webinar was facilitated by Scherto Gill, Senior Research Fellow and Executive Secretary, GHFP Research Institute.

To view the event:

On YouTube: https://www.youtube.com/watch?v=wCXMYNkGKho

On Facebook: https://www.facebook.com/DOCResearchInstitute/videos/832214357304217/UzpfSTEwNTA2NTU0NTgzNTIyNjY6MzAyMzMyMTA1MTA4NTY4Nw/