Sentences with phrase «peace education practice»

Not exact matches

The Declaration of Human Rights, the convention on the Economic, Social and Cultural Rights of Peoples, (as well as conventions such as the right to live in peace, the right to development, right to self determination - and the right to free, previous, informed to proceed to any consent.Agenda 21 in all its aspects, must be at the center of quality education for sustainable practices at the personal as well as collective levels.

Category: Africa, Asia, Central America, English, Environmental Sustainability, Europe, global citizenship education, Global Partnership, Middle East, Millennium Development Goals, South America, Transversal Studies, Universal Education, Your experiences, Your ideas · Tags: Artificial Intelligence, Buddhism, cognitive science, cosmodern consciousness, cross-cultural ethical education, Culture of Peace, global citizenship education, International Day of Peace, multicultural, phenomenology, practice of the debate, spirituality, transdisciplinary, UNESCO, world immaterialeducation, Global Partnership, Middle East, Millennium Development Goals, South America, Transversal Studies, Universal Education, Your experiences, Your ideas · Tags: Artificial Intelligence, Buddhism, cognitive science, cosmodern consciousness, cross-cultural ethical education, Culture of Peace, global citizenship education, International Day of Peace, multicultural, phenomenology, practice of the debate, spirituality, transdisciplinary, UNESCO, world immaterialEducation, Your experiences, Your ideas · Tags: Artificial Intelligence, Buddhism, cognitive science, cosmodern consciousness, cross-cultural ethical education, Culture of Peace, global citizenship education, International Day of Peace, multicultural, phenomenology, practice of the debate, spirituality, transdisciplinary, UNESCO, world immaterialeducation, Culture of Peace, global citizenship education, International Day of Peace, multicultural, phenomenology, practice of the debate, spirituality, transdisciplinary, UNESCO, world immaterialeducation, International Day of Peace, multicultural, phenomenology, practice of the debate, spirituality, transdisciplinary, UNESCO, world immaterial heritage

Talking with... Woody Mosten, Part 2 Woody and carl Michael talk about educating the public vs. teaching our colleagues about Collaborative Practice and the depths to which that public education can go, even toward preventing conflict; and Woody shares a bit about his own journey into Peacemaking, how the paradigm shift manifests, and about various expansions to meet clients needs while still remaining focused on peace, including incorporating litigation consultants and talk of potential outcomes in court.

The education and mentoring of a justice of the peace involves exposure to the views and practices of many judicial officers who perform judicial functions in a variety of different ways.

Website: Mindful Schools Website: Mindfulness in Schools Project Website: Peace in Schools: Bringing Mindfulness to Teens Article: Mindfulness practices buoy students in Sacramento's Einstein Middle School Article: UCLA Mindfulness and Schools Information Resource Article: Eight Tips for Teaching Mindfulness in High School Article: Mindfulness in Education Research Highlights (Research Summary) Article: Mindful Kids, Peaceful Schools (Research Summary) Article: Why does the Government want to teach mindfulness in schools?

Through practice and education, I offer you coping skills to find peace.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,