INTRODUCTION & PROGRAMME - APCEIU

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124th Asia-Pacific Teachers Training Workshop• To promote understanding, tolerance and friendship among all nations, racial or religiousgroups and to develop education designed further the activities of the United Nations fort he maintenance of peace in conformity with the Article 26 of the above UniversalDeclaration4. Education for Living in a World Community (1952)The definition by the working party on education for living in a world community• Unless steps are taken to educate mankind for the world community, it is impossible tocreate the international society conceived in the UN charters• The States, whatever the difference of creeds and ways of life, have both a duty tocooperate in international organizations and an interest in doing so• Civilization results from the contributions of many nations and that all nations dependvery much on each other• The need to understand underlying reasons which account for the varying ways of life ofdifferent people both past and present, their traditions, their characteristics, their problemsand the ways in which they have been resolved• Moral, intellectual and technical progress have gradually grown to constitute commonheritages of all mankind. The interdependence of peoples becomes daily more evident onevery side• The engagements freely entered into by the Member States of international organizationshave force only in so far as they are actively and effectively supported by those peoples• Arouse in the minds of young people a sense of responsibility to this community and topeace• Encourage the development of healthy social attitudes in children so as to lay thefoundation of improved international understanding and cooperationⅡ. Adoption of the Term “ Education for International Understanding and Cooperation:”(1954) and Emergence of the Concept of the Nation States in Education for InternationalUnderstanding• Denial of supra-national authorities beyond the sovereignty of the nation states ininternational relations• From theoryand conceptual exploration to concrete program activities
4th Asia-Pacific Teachers Training Workshop 13• Beginning of the UNESCO Associated School Project (ASP) and Studies of human rights,other countries /cultures and the United NationsⅢ. Education for International Understanding in Confrontational Situations• Admission of USSR into UNESCO (1954) and EIU as a forum of ideological propagandaand confrontation• Admission of newly independent nations, particularly in Africa (1960) and EIU in theNorth-South confrontation• Political realities in the world and the shift of the priority of the international communityfrom “understanding” to “development,” from understanding to mobilization ofinternational public opinion and more direct action to remove the obstacles e.g. support tonational liberation movements• Politicization and the struggle to remove obstacles and psychological and structuralbarriers to realize human rights, international understanding and cooperation, peace andsolidarity• Fight against imperialism, colonialism, discrimination, disarmament, social inequity,exploitation, etc.Ⅳ. Some Efforts of Educators amidst the climates of Political Confrontations1. 1962UNESCO report “Measures Designed to Promote among Youths the Ideal of Peace,Mutual Respect and Understanding among Peoples”Confirmation of the existing concept of education for international understanding and theencouragement of more practical activities and programs, i.e.• To increase among youth a knowledge of the world and its peoples• To engender sympathetic attitudes which will enable young people to view other cultureswithout prejudice,• To react to differences with friendship rather than hostility• To develop understanding of the needs of international cooperation in the solution of theworld problems• To encourage respect for human rights, a sense of moral and social responsibilities toothers and a desire to act in the common good
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