NGO Committee on Education: Difference between revisions
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* '''Related documents''' | * '''Related documents''' | ||
: * | : * [http://www.un-documents.net/unche.htm Report of the UN Conference on the Human Environment] - Stockholm, 1972 | ||
: * [http://www.un-documents.net/wecd-ocf.htm Our Common Future: Report of the World Commission on Environment & Development] - 1987 | : * [http://www.un-documents.net/wecd-ocf.htm Our Common Future: Report of the World Commission on Environment & Development] - 1987 | ||
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: * [http://portal.unesco.org/education/en/ev.php-URL_ID=27234&URL_DO=DO_TOPIC&URL_SECTION=201.html United Nations Decade of Education for Sustainable Development] UNESCO | : * [http://portal.unesco.org/education/en/ev.php-URL_ID=27234&URL_DO=DO_TOPIC&URL_SECTION=201.html United Nations Decade of Education for Sustainable Development] UNESCO | ||
: * [http://www.un.org/esa/sustdev/ Division of Sustainable Development] | : * [http://www.un.org/esa/sustdev/ Division of Sustainable Development] UN Department of Economic and Social Affairs | ||
=== International Decade for a Culture of Peace and Non-Violence for the Children of the World === | === International Decade for a Culture of Peace and Non-Violence for the Children of the World === | ||
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Just over the halfway point of the '''International Decade for a Culture of Peace and Non-Violence for the Children of the World''' (2001-2010), many of the visions and signs of an immense outpouring of hope and expectations for a Millennium of Peace may appear to have been "blown away" by the destruction of the twin towers of the World Trade Center on Septemer 11, 2001 and the subsequent declaration and progressive escalation of a global war on terror. | Just over the halfway point of the '''International Decade for a Culture of Peace and Non-Violence for the Children of the World''' (2001-2010), many of the visions and signs of an immense outpouring of hope and expectations for a Millennium of Peace may appear to have been "blown away" by the destruction of the twin towers of the World Trade Center on Septemer 11, 2001 and the subsequent declaration and progressive escalation of a global war on terror. | ||
War is clearly unsustainable - and most acutely so when conducted with | War is clearly unsustainable - and most acutely so when conducted with overwhelming force and massive destruction; where massive areas of land, including critical wetlands are contaminated for many millennia with highly-radioactive depleted uranium, whose toxicity represents a threat to the life and health of people born and living in the contaminated areas. | ||
In its attention to the Decade for a Culture of Peace, will pay particular attention to key elements of a culture of peace: Peace within our selves, peace between people, and peace with the earth, and to the an evolving set of values, traditions, principles and practices that are increasingly beng articulated and embraced by representatives of diverse faith - and non-faith - in which love and respect for all people is extended to embrace love and respect for the Earth and for the entrie community of species and sentient beings. | In its attention to the Decade for a Culture of Peace, will pay particular attention to key elements of a culture of peace: Peace within our selves, peace between people, and peace with the earth, and to the an evolving set of values, traditions, principles and practices that are increasingly beng articulated and embraced by representatives of diverse faith - and non-faith - in which love and respect for all people is extended to embrace love and respect for the Earth and for the entrie community of species and sentient beings. | ||
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The twin Virtual Light & Colour Cubes - dedicated as '''Peace Cubes''' at the United Nations Peace Bell [http://habitat.igc.org/one-light/dedicate.htm] on March 20, 1997 at an Earthday on the Equinox on the Internet ceremony - are a remarkable and fascinating virtual, elementary mathematical entities in the form of cubes with dimensions of red, green and blue - the primary colours of light. | The twin Virtual Light & Colour Cubes - dedicated as '''Peace Cubes''' at the United Nations Peace Bell [http://habitat.igc.org/one-light/dedicate.htm] on March 20, 1997 at an Earthday on the Equinox on the Internet ceremony - are a remarkable and fascinating virtual, elementary mathematical entities in the form of cubes with dimensions of red, green and blue - the primary colours of light. | ||
Each cube contains all colours, and the colour at any point in the cube is equal to the sum of the coordinates of the point within a three-dimensional mathematics of colour. The sum of the coordinates is expressed as '''#rrggbb''' - i.e. it is based on the '''HTML''' languuge of colour, a concatenation of three two-digit hexadecimal numbers between 00 and ff (0 and | Each cube contains all colours, and the colour at any point in the cube is equal to the sum of the coordinates of the point within a three-dimensional mathematics of colour. The sum of the coordinates is expressed as '''#rrggbb''' - i.e. it is based on the '''HTML''' languuge of colour, a concatenation of three two-digit hexadecimal numbers between 00 and ff (0 and 63 in decimal terms), that represent, respectively, the intensity of red, green and blue light. | ||
The visual effect of mathematically-defined cubes are striking - even in the two-dimensional images that have been generated to date - and the six faces of the virtual light and colour cube can be understood as the six faces of a three-dimensional colour space. | The visual effect of mathematically-defined cubes are striking - even in the two-dimensional images that have been generated to date - and the six faces of the virtual light and colour cube can be understood as the six faces of a three-dimensional colour space. | ||
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* '''Related documents''' | * '''Related documents''' | ||
: * [http://www.un-documents.net/a21-18.htm Protection of the Quality and Supply of Freshwater Resources | : * [http://www.un-documents.net/a21-18.htm Agenda 21, Chapter 18: Protection of the Quality and Supply of Freshwater Resources] Rio de Janeiro, Brazil 1992 | ||
: * [Report of the Expert Group Meeting on Strategic Approaches to Freshwater Management] Harare, Zimbabwe, 1998 | : * [http://www.un-documents.net/harare.htm Report of the Expert Group Meeting on Strategic Approaches to Freshwater Management] Harare, Zimbabwe, 1998 | ||
: * [www.un-documents.net/a58r217.htm International Decade for Action, Water for Life, 2005-2015] General Assembly resolution 58/217 | : * [http://www.un-documents.net/a58r217.htm International Decade for Action, Water for Life, 2005-2015] General Assembly resolution 58/217 | ||
* ''' Related web sites''' | * ''' Related web sites''' | ||
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: * [http://www.unesco.org/water/ Water portal] UNESCO | : * [http://www.unesco.org/water/ Water portal] UNESCO | ||
=== United Nations Literacy Decade === | |||
The United Nations Literacy Decade (2003-2012) is a centerpiece of '''Education for All''', the flagship campaign of UNESCO - the United Nations Educational, Cultural & Scientific Organizations - and literacy also must serve as a cornerstone for education for sustainable development. | |||
* '''Related documents''' | |||
: * [http://www.un-documents.net/jomtien.htm World Declaration on Education For All: Meeting Basic Learning Needs]. Jomtein, Thailand, 1990 | |||
:: * [http://www.un-documents.net/jomteinf.htm Framework For Action: Meeting Basic Learning Needs] | |||
: * [http://www.un-documents.net/dakarfa.htm Dakar Framework for Action. Education For All: Meeting Our Collective Commitments], Dakar, Senegal, 2000 | |||
: * [http://www.un-documents.net/a56r116.htm United Nations Literacy Decade], General Assembly sesolution 56/116, 2001 | |||
* '''Related web site''' | |||
: * [http://www.unesco.org/education/efa/ UNESCO - Education For All] | |||
: * [http://www.unesco.org/education/litdecade/ UNESCO - United Nations Literacy Decade] | |||
=== Second International Decade of the World's Indigenous People === | === Second International Decade of the World's Indigenous People === | ||
The '''Second International Decade of the World's Indigenous People''' (2005-2014) represents the second major formal phase of relationships between indigenous communities and the United Nations, in which the 1992 Earth Summit was a major catalyst, and that has included the '''Draft Declaration on the Rights of Indigenous People''' and the establishment, in July 2000, of the '''United Nations Permanent Forum on Indigenous Issues''' as an advisory body | The '''Second International Decade of the World's Indigenous People''' (2005-2014) represents the second major formal phase of relationships between indigenous communities and the United Nations, in which the 1992 Earth Summit was a major catalyst, and that has included the '''Draft Declaration on the Rights of Indigenous People''' and the establishment, in July 2000, of the '''United Nations Permanent Forum on Indigenous Issues''' as an advisory body to the UN '''Economic and Social Council'''. | ||
The NGO Committee on Education recognizes the immense significance of indigenous knowledge and experience in living in balance with, and respect for, the earth and '''all my relations''' and their ways of seeing, listening to and learning from the earth and from | The NGO Committee on Education recognizes the immense significance of indigenous knowledge and experience in living in balance with, and respect for, the earth and '''all my relations''' and their ways of seeing, listening to and learning from the earth and from their spiritual traditions can offer invaluable lessons for all. | ||
=== United Nations documents === | === United Nations documents === | ||
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A '''[[Free Summer School]]''' - or more accurately, an open network of Free Summer Schools - with a focus on learning, teaching and gathering a body of knowledge on sustainable development, peace and the larger freedoms of a knowledge-based universe will be in session from '''June 20, 2006''' - the 2006 Summer Solstice - through '''September 22, 2005''' - the Fall Equinox. | A '''[[Free Summer School]]''' - or more accurately, an open network of Free Summer Schools - with a focus on learning, teaching and gathering a body of knowledge on sustainable development, peace and the larger freedoms of a knowledge-based universe will be in session from '''June 20, 2006''' - the 2006 Summer Solstice - through '''September 22, 2005''' - the Fall Equinox. | ||
Participation in the Free Summer School will be free, and participants are invited | Participation in the Free Summer School will be free, and participants are invited to define their own curriculum and modalities of learning and participation, to make use of and discover more about free, participatory, open source and Creative Commons platforms - wikis, blogs, email lists, databases, web sites, and more - and to join or convene one or more cooperation circles focusing an their areas of special interests and concerns. | ||
The culmination of the '''Free Summer School''' will take place on the '''International Day of Peace''' - September 21, 2006. All participants are invited to share what they have learned - and what they still need to learn - about knowledge-based response to the challenges of sustainable and regenerative development and of establishing a culture of peace. | The culmination of the '''Free Summer School''' will take place on the '''International Day of Peace''' - September 21, 2006. All participants are invited to share what they have learned - and what they still need to learn - about knowledge-based response to the challenges of sustainable and regenerative development and of establishing a culture of peace. | ||
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Latest revision as of 05:32, 18 August 2007
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