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Harmony Forum

Peace from Harmony
Competition-partnership of two Academic projects: National (USA) and Global (GHA)

Global Harmony Association (GHA)

February 26, 2009

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Harmonious competition-partnership of two educational projects:

1.National Peace Academy (NPA) of the USA or

National project

o-chairs: Lou Ensel, Dr. Dot Maver and Dr. Mark Chupp

and

2.GHA World Harmony/Peace Academy (NHPA) or

Global project

Chair: Dr. Leo Semashko

 

Business project in three parts:

1. The Business project purposes

2. The Analysis-comparative part

3. Business offers of partnership

 

Dr. Leo Semashko, Business project Chair,

Rose Lord, Project CEO

 

And

29 co-authors of the GHA WHPA project from 16 countries of the world:


From Russia: 7 coauthors:

Leo Semashko, Ph.D.,

Global Harmony Association President,

St.Petersburg State Councillor,

IAEWP Advisory Board Chair,

Director, International Website "Peace from Harmony",

Author of Tetrasociology as social science about harmony and its 10 discoveries,

Director, Public Institute of Tetrasociology,

Social philosopher and sociologist,

Author more 200 scientific publications, including 12 books,

Pedagogical experience: 20 years,

Member of four International organizations.

Webpage: http://www.peacefromharmony.org/?cat=en_c&key=253

Address: 7/4-42 Ho-Shi-Min Street, St. Petersburg, 194356, Russia

Tel: +7 (812) 513-38-63

E-mail: leo44442006@yandex.ru

 

Ivan Ivanov, Student, St-Petersburg

Alexei Shepel, Candidate, Historian, St-Petersburg

Petr Semashko, Lawyer, Kaluga

Tatiana Tselutina, Dr. Sociology, Belgorod

Peter Sergienko, Mathematician, Serpuhov

Basil Smirnov, Candidate, Historian, Novgorod

 

From other countries: 23 coauthors:

Dr. Maria Cristina Azcona, Argentina

Prof. Reimon Bachika, Japan

Mr Jean de Dieu Basabose, Educator, Director, Shalom Centre for Africa, Rwanda

Dr. Tholana Chakravarthy, India

Dr. Renato Corsetti, UAE President, Italy

Tatomir Ion-Marius, Poet and Writer, Romania

Muhammad Iqbal, Poet and Writer, Pakistan

Prof. Ernesto Kahan, Israel

Dr. Dimitris P. Kraniotis, President of World Poets Society, Greece

Rose Lord, Writer, Co-chair, Global Coalition for Peace, USA

Dr. Nina Meyerhof, President, Children of the Earth, USA

Kae Morii, Poet and Writer, Japan

Prof. Matjaž Mulej, Slovenia

Susana Roberts, Poet and Writer, Argentina

Dr. Maitreyee Roy, India

Dr. Bernard Scott, England

Prof. Rudolf Siebert, USA

Robert M.Weir, Writer,USA

Prof. Jiang Yimin, China

Prof. Patricia Rife, Ph.D., USA

Dr. Lana Yang, MBA, USA

Dr. Laj Utreja, USA

GDR. Prof. Sir Varant Seropian, Lebanon

 

Co-authors' 15 Countries:

  1. Argentina - 2
  2. China - 1
  3. England - 1
  4. Greece - 1
  5. India - 2
  6. Israel - 1
  7. Italy 1
  8. Lebanon - 1
  9. Japan 3
  10. Pakistan - 1
  11. Romania - 1
  12. Russia - 7
  13. Rwanda - 1
  14. Slovenia - 1
  15. USA 7

 

Project publications:

In Russian: http://peacefromharmony.org/?cat=ru_c&key=383

In English: http://peacefromharmony.org/?cat=en_c&key=358

 

Copyright 2009 Global Harmony Association

Copyright 2009 Leo Semashko

 

Contents

 

1. The Business project purposes

2. The Business project analysis-comparative part

3. Business offers of partnership

 

We must shift the arms race into a peace race

Martin Luther King, Jr

 

A truth o­nce seen, even by a single mind, always ends up

imposing itself o­n the totality of human consciousness

Teilhard de Chardin

 

1. The Business project purposes

 

The Global Harmony Association (GHA), according to the approved by February 19, 2009 project of 76 co-authors Harmonious educational competition-partnership (http://peacefromharmony.org/?cat=en_c&key=356), offers to Dot Maver and Lou Ensel, Co-chairs, National Peace Academy Summit Planning Group (http://www.nationalpeaceacademy.us), the given Business project of partnership.

The Business project purposes: PROVIDE:

1. The greatest efficiency of two different National Peace Academies through development between them a harmonious competition-partnership.

2. The constant idea and business interaction including an exchange by ideas, teaching personnel, curricula, educational technologies, etc.

The competition in this project is presented by comparison of two projects o­n their basic contents and allocation of the most worthy and effective of them, that defines the higher cost/price of this project.

The partnership in this project is presented mutual addition the best parts of both projects o­n a paid basis.

 

2. The Business project analysis-comparative part

 

The Global project conceptual bases are presented in the GHA International project: World Harmony/Peace Academy and General Harmonious Education in an Information Society by 80 co-authors from 23 countries. This project is published by the separate book (2008), and also o­n the site: http://peacefromharmony.org/?cat=en_c&key=277 in 5 languages: Russian, English, Chinese, Spanish, and Romanian. From positions of this project the ideological and methodological bases of the National project, which are presented o­n the corresponding site: http://www.nationalpeaceacademy.us are analyzed. The basic advantages of the Global project are presented shortly (4 pages) in the GHA letter to President Obama (in an attachment). Therefore we will not repeat here contents and worth of the given project.

 

Now we will pass to the analysis of ideas of other, National project as it is presented o­n the specified site. This project includes motivation, concept, vision and design process. We will quote its most important ideas, underlining in them the key moments and simultaneously to make comments them, analyzing and comparing them with corresponding moments of the Global project.

 

So, we compare two projects of Academies: the US National project (NPA) and the GHA Global project (NHPA). The National project basic ideas are:

 

1.Initiative to Establish a National Peace Academy in the United States (Ambitions)

Americans recognize the urgent need for a serious rethink in the way this country operates, both domestically and internationally We invite you to learn about and join us in this history-shaping endeavor.

Analysis and comparison.

Serious rethink of the country internal and external ways as well as history-shaping endeavor are the highly ambitious positive motivation deserving all support. However, it demands a qualitatively new vision, other, scientific paradigm of social and peace thinking. Whether has the USA such paradigm? Whether is this paradigm a basis for history-shaping endeavor? Unfortunately, we do not find a similar paradigm in the National project. But it contains in the Global project and it is offered for the USA, for its new Peace Academy, which o­nly o­n a similar basis will be capable to become history-shaping endeavor. The scientific paradigm of social and individual harmony developed in Tetrasociology and making the Global project base, really provides the highest ambitions and serious rethinking, and history-shaping endeavor, and revolution of education (Eleanor Roosevelt), and a peace race (Martin Luther King Jr.), etc.

 

2. Prospectus for a National Peace Academy (Plight)

Clearly what we are doing today is not working. We are exhausting all possibilities and yet we are still at war. We think the founding of a National Peace Academy will bring us a quantum leap closer to the society we all wish for.

Analysis and comparison.

It is an exact estimation of powerlessness of traditional ideas and projects of peace academies: what we are doing today is not working. Really, they are exhausting all possibilities to resist war and militarization long ago and completely. Therefore the National project can make quantum leap o­nly in that sole case if it takes for a basis the qualitatively new, scientific, ideas essentially differing from traditional peace ideas. Such ideas are offered by the Global project o­n which it is created.

 

3. Why a National Peace Academy (Motivation)

Americans are experiencing a period of change of historic magnitude. Troubled with a trillion dollar war, collapsing housing and financial markets, soaring energy prices, a homicide rate ten times that of other leading industrial nations, and a prison population that includes 1 in every 100 citizens, the nation is seeking solutions that are cost-effective, sustainable, and address root causes rather than merely symptoms.

Analysis and comparison.

Not o­nly the Americans, all nations are experiencing a change period of historical importance. However, unfortunately, until now there is no scientific understanding of the substance and direction of this change either in America, or in the world. o­nly the GHA Global project attempt to make a conclusion o­n a birth since 1990, after USSR collapse, the new historical tendency of global harmonization o­n the basis of the scientific theory of social harmony and generalization of tens facts of modernity. It is a sole healthy tendency, unlike sick industrial tendencies of capitalism and socialism, which provides a survival of humankind with all its cultural diversity in global conscious harmony or in a harmonious civilization. The National project authors well realize deadly both for the USA and for the world industrial threats but they do not know about the harmonization tendency, o­nly o­n which way cost-effective, sustainable, and address root causes of the industrial threats is possible. The scientific knowledge of this tendency contains in the Global project. This knowledge is really capable to provide quantum leap for the National project.

 

4.Change of great magnitude, as is called for now, requires courage of equal magnitude, both personal and collective. Fundamental to lasting peace is a sense of personal responsibility, followed up by commitment and action in our daily lives: at home, at school, at work, at play. Therefore, what is necessary is the structures and institutions to give voice to that commitment and make possible that action.

Analysis and comparison.

Definition of a sense of personal responsibility as fundamental change of great magnitude for lasting peace is a great error of individualism and atomic understanding of a society as simple sum of individuals. Nobody denies a value of personal responsibility but not it is fundamental to lasting peace. Fundamental to lasting peace, from the point of view of the scientific theory of social harmony, is harmony of the sphere classes of population o­nly. When these classes, covering all population, know and are able to live constantly in harmony among themselves, to support it in any changes then lasting peace becomes the integral and indestructible attribute of society. Possibilities of personal responsibility are limited o­nly understanding of this harmony and active participation in it at all accessible levels: at home, at school, at work etc. Therefore, what is necessary is the structures and institutes to give a system of general global education, which would give to each person since the childhood knowledge about the sphere classes of population, laws of their social harmony, and also would give skills (abilities) to use this knowledge in all possible actions of creation and sustenance of this harmony.

 

5. The National Peace Academy is o­ne such structure that will build upon ground-breaking initiatives such as these:

5.1.Peace studies programs have been developing theoretical knowledge and practical experience in peacebuilding.

Analysis and comparison.

The key term theoretical knowledge meets a sole time and by the way. The scientific knowledge of peace as system phenomenon is absent. The peace science is absent and in the project and as a whole. o­n the contrary, the military science arisen almost 200 years ago if to consider it with Carl von Clausewitz but the military theory elements count thousands years. Now the military science and its practice include ten millions experts and ten thousand military educational institutions, military enterprises and military parts. Peace has no anything similar in the field of a science and the theory though it is presented in a number of philosophical treatises as unrealizable dream about eternal absence of war. Now absolutely clearly o­ne: not having a peace science or scientific theoretical knowledge about peace as the system phenomenon connected with all elements of society to hope for quantum leap and history-shaping endeavor there is a pure Utopia. 490 or 990, etc. curriculums of traditional "peace" education will not replace o­ne scientific peace theory. The similar theory in the National project does not exist. But it exists and takes a key place in the Global project. o­n this sign it has not equal o­n the planet.

Peace is the system phenomenon connected with all components of society, therefore a peace science can to be o­nly the science about society as a whole which, in turn, can be o­nly science not a separate stage of society (primitive, agrarian, industrial), and a society, capable to exist eternally. Such society is the harmonious society or the harmonious civilization going o­n change to an industrial society. A sole science of a harmonious society or social and individual harmony is Tetrasociology, developed since 1976.

Tetrasociology idea substance is concentrated in it 10 global theoretical discoveries:

 

  1. Tetrasociology, as the first science of social and individual harmony
  2. Sphere classes of the population, as conscious actors of social harmony
  3. Sphere democracy, based o­n equal sharing of the political (legislative, executive and judicial) power between four sphere classes of population, as democracy of social harmony; and the sphere state, as the political tool of social harmony adequate to sphere democracy.
  4. Sphere management, which provides constant harmonization of social processes in all spheres, branches, and institutes and which is a constant conscious state policy of social harmonization.
  5. Social priority of children, as a necessary condition of social harmony of spheres and sphere classes of society.
  6. Harmonious peace culture, which recognizes that true peace is a consequence of social harmony, and that social disharmony is the true reason of wars and conflicts; the harmonious peace culture is the alternative to the generally accepted industrial peace culture, which readily accepts the arms race and recognizes o­nly a pseudo peace as a temporary pause in the wars and conflicts.
  7. Sphere macrosocial statistics, as statistics of social harmony.
  8. Sphere information-statistical technology, as a complex of technologies of social, cultural, political, economic, and individual harmonization.
  9. Sphere marketing, as harmonious economy, free from financial and other crises.
  10. General harmonious education, as a universal way for humankind to experience social harmony and survival.

These theoretical innovations accumulated in themselves huge ideological riches of different epoch and cultures. These discoveries have more than 100 examples of practical (technological, social, cultural, educational, organizational, political) applications in all spheres since 1976. These achievements are presented in more than 200 scientific works, including 11 books that have been published in o­ne to 16 different languages. Tetrasociology has been taught for more than ten years at the Universities and schools of Petersburg since 1993. These achievements have found reflexion in the GHA11 projects since February 15, 2005, united in the integrated academic Global project.

Key conclusions of the scientific peace theory are: true peace goes from social harmony; harmony is peace cause; harmony gives peace and happiness; true peace is harmonious peace and it is a consequence o­nly of social harmony. The central principle of this theory, contrary to a classical false and militaristic principle: "If you want peace, prepare for war is: "If you want peace, create harmony starting with general harmonious education of children". Unfortunately, the National project does not offer anything similar and comparable. Priority social value of children in society and for peace is ignored in it also.

 

5.1.1.Such programs have blossomed in colleges and universities around the world. The Peace and Justice Studies Association catalogs (currently) 450 undergraduate and graduate education programs and research centers at 390 institutions globally, 133 of them outside the U.S. in 40 countries.

Analysis and comparison.

As though these programs did not blossom, and how many they would not be, they will not replace the scientific theory of peace and never will transform their chaotic set to logically slender and scientifically proved system of peace education programs at all its steps. The global project, o­n the contrary, possessing the scientific peace theory, is capable to include and to order systematically and 490 and 990 programs as private and narrow training disciplines within the limits of the complete model of harmonious education presented in system of the Global project faculties and chairs. This is a wide field for partnership and mutual addition oftwo academic projects.

One more detail is. If in the USA already there are 257 peace institutes, including tens peace Academies, the National project will be by 258th under the account. What new quality it will differ? Or it will be the 258th repetition of traditionally powerless peace establishments, which "blossoming" is accompanied by the USA military blossoming? The global project, as a matter of fact, and by definition will be not 258thbut the FIRST in a new number of qualitatively new effective peace institutes, which will not accompany war but to prevent with their birth, eradicating the reasons of wars.

 

5.2.At the global intergovernmental level, the United Nations General Assembly in 2006 created the Peacebuilding Commission, and, correspondingly, the Secretary General established the UN Peacebuilding Support Office. The Peacebuilding Commission plays a unique role in (1) bringing together all of the relevant actors, including international donors, the international financial institutions, national governments, troop contributing countries; (2) marshalling resources and (3) advising o­n and proposing integrated strategies for post-conflict peacebuilding and recovery and where appropriate, highlighting any gaps that threaten to undermine peace.

Analysis and comparison.

Unfortunately, peace efficiency of this Commission, as well as other peace institutes including the United Nations as a whole, is close to zero as they also do not own scientific understanding of peace, its reasons and ways of its achievement and maintenance. They still hope for military ways of maintenance of peace through troop contributing countries, o­n post-conflict peacebuilding. But they not even suspect about possibility before-conflict peacebuilding through harmonious education of children and youth.

 

5.3.In communities all over the world, there are thousands of programs that are proving cost-effective in addressing the root causes of violence. These include programs in restorative justice, mediation, conflict resolution education, peace education, bullying and gang prevention, and so o­n. (For a survey of such programs in the United States, see Marianne H. Perez, Hope o­n the Horizon: Making Cents of Peacebuilding , Peace Partnership International, October 2006.) For example, o­ne o­n-line database catalogues over 109,000 organizations working o­n issues of climate change, poverty, the environment, peace, water, hunger, social justice, conservation, human rights, and more; nine percent of them have a focus o­n peace and peacebuilding.

Analysis and comparison.

Thousands of programs that are proving cost-effective in addressing the root causes of violence as well as ten thousand peace organizations if they do not know the reasons of violence and wars if they have no scientific theory of peace and nonviolence they are powerless against wars and violence, that we and observe with o­ne's own eyes throughout all human history. Deprived system science 109 thousand organizations can make nothing with growth of those global problems, for which decision they are created. Scientific system vision for the scientific decision of all global problems in a o­ne complex through general harmonious education offers today o­nly the Global project.

 

6. What are the origins for the idea of a National Peace Academy? (History)

From 1100s: Iroquois Confederacy establishes the Great Law of Peace as its Constitution, which became a fundamental resource for the framers of the U.S. Constitution: and

1783: George Washington calls for a proper Peace Establishment;

1792: Benjamin Banneker and Benjamin Rush call for Office of Peace, with peace education in all schools;

Up to:

2001, 2003, 2005, 2007: Rep. Dennis Kucinich of OH and in 2005 Sen. Mark Dayton of MN introduce bills for Dept. of Peace, with a Peace Academy; and

2008-2009: Vision Meeting and Global Stakeholder Summit for a National Peace Academy

Analysis and comparison.

This history is fine. Almost everyone nation possess similar, and in some cases and more ancient history of peace-loving. However, unfortunately, for 900 years of existence the idea of National Peace Academy in the USA has not found some effective embodiment, which would provide the USA the status of the peaceful and peace country. More likely o­n the contrary, the country becomes more and more militarized and from the middle of the last century it became the leader of aggression and the arms race of modern world. Strange law is: the more peace academies arise in the country, the more it becomes militarized. Or here there is a return law? The more the country becomes militarized, the more in it is created peace academies and institutes which, however, are powerless against militarization. Means, in America non adequate peace academies are created, which serve more to cover and to mask wars, than to their overcoming. Traditional peace academies also are subordinated to total military interest. Authors of the National project understand it and correctly underline: Clearly what we are doing today is not working. If there is this understanding, hence, it is necessary to search for alternative projects. The qualitatively new peace academies are necessary to America today. Such Academy of Harmony/Peace offers to the USA the GHA Global project.

 

7. What is the vision for the National Peace Academy? (Vision)

7.1.The premise for the National Peace Academy is to educate in the sense of the etymological root in the Latin, educere, meaning to lead or draw forth. The National Peace Academy will be an educational institution that in its design, policies, and structure draws forth principles and policies of peace. The National Peace Academy will embody the best of what is and, at the same time, provide a structure and program that encourages innovation and creativity in theory, processes, and practice for peace and conflict resolution.

Analysis and comparison.

To what peace the National project will draw forth if he does not know scientific understanding of peace??? What innovations and creativity in theory it will encourage if he does not know any peace theory and if all "theory" is limited by "conflict resolution, making 0,1 % of peace??? Execute these really important aspirations the National project can in o­ne case: when it will include as the basis a science of social harmony as peace theory and will encourage innovations and creativity in this theory first of all. Whether can the National project include and encourage Tetrasociology as a science of social harmony and the real peace theory?

 

7.2.The National Peace Academy is not simply anothereducational institution. The Academy and the process through which it is created will reflect the principles and practices of peace. The point of an education through the National Peace Academy is to provide the full spectrum of the formation of the peacebuilder. A holistic, rigorous development of the peacebuilder o­n all levels is necessary.

Analysis and comparison.

These are strong and ambitious aspirations of the National project. But o­n what they are based? Than are they provided? To answer these plans: 1. Is not simply another, i.e. not 258th in the USA and not 91st in the world educational institute; 2. Reflect principles and practices of peace - WHAT peace? Military peace? The peace, subordinated to war by a principle "If you want peace, prepare for war or the scientific, harmonious peace? 3. Provide the full spectrum and holistic development of the peacebuilder o­n all levels for all it the scientific holistic theory of social and individual harmony is necessary. We will repeat o­nce again, that the similar theory is absent in the National project, means, all its remarkable plans are provided by nothing and are groundless. The scientific-theoretical blank in the National project can fill o­nly Tetrasociology as a science of social and individual harmony of the Global project. o­nly this scientific knowledge unfolding the system nature of peace and its building, is capable to provide all formulated ambitious plans of the National project.

 

7.3.The development of the peace builder is the keystone of the National Peace Academy. From the personal to the professional, from the intuitive to the intellectual, from the familiar to the foreign, the National Peace Academy will ensure the discipline of peace fostering and honoring individual strengths and contributions. The educational program will both develop the self and the understanding of the selfs role and contribution in society.

Analysis and comparison.

That means to be the individual builder of peace is it is known to nobody and a science about it does not exist. Peace by the nature is not individual and social. It is defined by all system of public factors, and not just the individual. Therefore individual peacebuilder as the keystone contradicts the social nature of peace. It is a position of old individualistic philosophy and unscientific understanding of a society as simple sum of individuals. There are no scientific bases for the statement of a main role of the person and for ignoring of any social peace actors. It is impossible to assert, that peace is necessary o­nly to the individual but it is not necessary to society, therefore the individual, instead of society should build peace. It is false idea.

In the Global project the main builder and the keystone of peace is, according to the scientific theory of social harmony, not the individual but sphere social classes of the population, which by the objective position are peaceful, excluding wars. When they become conscious, learning through harmonious education a science of social harmony then they become conscious and is the sole adequate builders of global and harmonious, i.e. indestructible, peace. The peace reasons lay at level not individuals, and at level of the sphere classes and their natural harmony which, however, demands comprehension and knowledge through system of general harmonious education. The individual can o­nly more or less is included in process of peace creation of the sphere classes, can influence this process but it never can be the solving peace actor. The main scientific-theoretical advantage of the Global project consists in the theory of the sphere classes as actors of social harmony and harmonious peace.

 

7.4.The National Peace Academy will help define the peacebuilding profession. It is a whole systems design approach to the field of peacebuilding within and among government, business and civil society.

Analysis and comparison.

Here the National project go out for the bounds of person o­n level of government, business and civil society but does not define their role in the peacebuilding process. A limit of the National project is a civil society. But it does not rise o­n society level as a whole, o­n which o­nly and there are the roots of peace and real field of peacebuilding. It speaks o­ne: the National project does not own a scientific paradigm of society as a whole, harmonious society first of all. Such paradigm contains in the Global project.

 

7.5.We envision a National Peace Academy to be an interdisciplinary, academically rigorous program, graduating the next generation of peacebuilders who will bring their unique background to the corporate, nonprofit, and government workplace.

Analysis and comparison.

On what scientific theory will be based the next generation of peacebuilders? In what will be their novelty in what scientific knowledge? If such science is not present in the National project any new generation of peacebuilders it to prepare is not capable. o­n the contrary, the Global project, possessing a scientific paradigm of peace, is capable to prepare the next generation of peacebuilders.

 

In accomplishing this vision, the National Peace Academy will:

 

7.6.Create an interdisciplinary graduate program that intersects with and ties together the many disciplines within the social and physical sciences, the natural and life sciences, the arts and humanities, and the professional fields of engineering, business, medicine, and law.

Analysis and comparison.

The similar interdisciplinary program can be created o­nly o­n the basis of integrated theoretical vision of society and understanding of a role of each sphere in maintenance of peace and peacebuilding. This vision reveals in the Global project through the list of chairs and disciplines.

 

7.7.Provide a core competency in ethics and character education, emphasizing the development of o­nes own peace capacities.

Analysis and comparison.

The Global project fully shares ethical character of education and its key role.

 

7.8.Research, develop, and offer peacebuilding policy and action options at the local, state, and federal levels for the peaceful resolution of domestic and international tension and conflict.

Analysis and comparison.

They are the traditional researches and offers with almost zero effect. Peaceful resolution of domestic and international tension and conflict can o­nly for a while and o­nly from above extinguish a conflict fire. The Global project includes system of qualitatively other researches and resolutions eradicating the reasons of conflicts.

 

7.9.Coordinate peace studies, research, and advocacy, filling in spaces that others are not doing, and cooperating and collaborating to draw o­n the strengths of all in a synergistic synthesis, including establishing a peace library and internet link to other peace literature, writings, and information.

Analysis and comparison.

Aspirations to cooperating and collaborating to draw o­n the strengths of all in a synergistic synthesis are certainly necessary peace qualities, o­n which basis the Global project offers cooperating, collaborating and synergistic synthesis with the National project, and also hopes and expects similar aspirations from its side.

 

7.10. A unique, distinguishing feature of the National Peace Academy, and indeed of its design process, is that from the very beginning it represents a partnership of business, civil society, and government. Peace is everybodys business, and everybody, across the board, needs to work hand in hand for a culture of peace to emerge and be sustained.

Analysis and comparison.

The Global project also is based o­n a partnership of business, civil society, and government. The Global project is already presented to the governments of 12 countries and will be presented still in 10. The Global project assumes creation of the own business structures (publishing house, information technologies, building, etc.) through which it will be connected with other commercial enterprises. Both projects could develop similar partnership jointly. In particular, we invite leaders of the National project to join the GHA letter to President Obama as the endorsement.

 

7.11. In short, peace is good for business. The National Peace Academy will be the first program in the United States to study the business case for peace and developing a business mindset and associated business systems for peace.

Analysis and comparison.

Really, it is so. Harmonious education with its innovative educational and information technologies, which promise a birth of the new world markets of services of the harmonious education, harmonizing IT and also to build the schools and Academies of harmonious education with essentially new architecture and internal educational interior corresponding to requirements of harmony unfolds especially wide prospects for business. Similar business in harmonious peace and education, presented in the Global project, could be o­ne more platform of partnership of two projects. Harmonious/peace education inseparably linked with developing a business mindset .. for peace, therefore the Global project is opened for training programs business case for peace of the National project.

 

7.12.In civil society, nonprofit service organizations, educational institutions, and faith communities are at the forefront of developing and implementing programs that address the root causes of violence, from bullying to child abuse, from gang wars to drug wars, from school shootings to spouse beatings. Many of these programs have proven to be cost-effective but lack the infrastructure support to make much more than anecdotal dents in the problem. At the same time, there is a growing, worldwide professional community of people developing careers and devoting their livelihoods to pre-K through college peace education and training and to applied, o­n-the-ground peacebuilding and conflict transformation in conflict situations around the world.

Analysis and comparison.

The Global project fully shares and is opened for "implementing programs that address the root causes of violence that makes o­ne more positive platform for partnership of two projects.

 

7.13.With respect to government, great efforts are being made at all levels to meet the challenges of violence, with primary focus o­n addressing the symptoms ofviolence, both international and domestic.We need government to be just as focused o­n prevention, proactively addressing the root causes of violence.

Analysisandcomparison.

Unfortunately, the modern governments, doing some weak steps to violence eradication, keep unconditional strong support to potential military violence, participating in the arms race and constantly increasing military expenses. The states remain until now war tools, instead of peace and harmony. The scientific paradigm of social harmony and new generations of young citizens, which will pass all steps of general harmonious education since preschool centers and finishing Harmony/Peace Academies are necessary for states transformation in tools of peace and harmony. It is very long prospect for some decades but o­nly it guarantees transformation of society, population and government in conscious actors of global harmony and peace. Unfortunately, in the absence of an adequate science, the National project does not offer similar long-term perspective but it is offered by the Global project o­n the specified above scientific bases. The GHA suggests to unite resources, possibilities and efforts of both projects in this direction.

 

7.14.The National Peace Academy will provide a valuable asset to both supplement and complement government resources and capabilities. The NPA will send graduates into government service, consult and advise o­n interagency operations as it supports NPA goals and objectives, and support civil-military work in peacebuilding.

Analysis and comparison.

Certainly, the Peace Academies should use any possibilities for cooperation with the government to form its consciousness and policy in a peace direction. The Global project through the letter to President Obama presented to the American Government a package of strategic offers from 6 points, which are accessible and acceptable to it. Whether is capable the National project to offer to the USA and their government something similar? In any case, the National project could support them and join them, probably having added them by new strategic initiatives useful for the American people. The USA strategic changes are too very fertile field for partnership of two peace-making projects: National and Global.

 

8.What is the National Peace Academy Design Process? (Design)

The Global Stakeholder Summit, scheduled for March 2-4, 2009, will convene up to 300 people as a balanced representation of the diversity of the various stakeholder communities. The intent of this three-day process of Appreciative Inquiry will be to design a National Peace Academy that will have the support of all its stakeholders and that will contribute to and support a culture of peace for a sustainable future. The design will specify the infrastructure of such an institution, its curriculum, its clientele, and its goals, as well as the broad elements of an implementation plan to realize the National Peace Academy.

At the close of the Global Stakeholder Summit we will know the scope, timeline and responsible parties for these tasks. This is a co-generated process that works when the entire system commits to tasks with shared ownership.

Analysis and comparison.

The National project assumes wide and multiphase process of designing that is its doubtless advantage. A key phase is the Global Stakeholder Summit, scheduled for March 2-4, 2009, will convene up to 300 people. In this connection with a view of partnership the Global Harmony Association (GHA) offers two additions in the Summit agenda:

1.To include the GHA as o­ne of interested stakeholder community of a world civil society in the Global Summit. The GHA contribution to this Summit and designing process is the GHA Global project: World Harmony/Peace Academy and General Harmonious Education in an Information Society, (2008) by 80 co-authors from 23 countries, including 9 persons from the USA.

2.Discuss at the Summit this Business project of GHA for the purpose of increase of efficiency of the National project and expansion of peace partnership.

 

CONCLUSION FROM THE ANALYSIS AND COMPARISON

The analysis convinces us, that, unfortunately, at all indisputable vqlues and constructive details the National project does not overstep the bounds of traditional peace institute and its high ambitions are not provided by a necessary scientific paradigm. Therefore its efficiency threatens to be so low, almost equal to zero, as well as hundreds other similar institutes. Overcome this cardinal lack it can o­nly through association and partnership with the Global project.

Theoretical limitation defines practical limitation. The National project is limited o­nly by Peqce Academy and does not find continuation in schools while in the Global project the Academy is o­nly the beginning and the generator of global general harmonious educqtion in schools and others educational institutions. To overcome this limitation GHA offers competition-partnership development as a way to peace.

Competition-partnership between two projects: National (USA) and Global (GHA) personify the beginning of a new era a peace race, of which Martin Luther King dreamt: we must shift the arms race into a peace race. A peace race is a harmonious competition in a sphere of education, which can be useful o­nly both to the contents and social recognition of these Academies. From this point of view, we made the short analysis and comparison of two Academies projects, have established their advantages and lacks to use as much as possible advantages of each project and to minimize their lacks. The life, objectively, gives rise this competition-partnership as these two projects were born absolutely independently from each other and develop in parallel. Both projects should live and be embodied in practice as much as possible assimilating all useful of each project. It will be their competition-partnership.

 

The GHA offers the following concrete partner steps:

  1. To co-chairmen of the National Project: Lou Ensel, Dr. Dot Maver and Dr. Mark Chupp informthe Global Stakeholder Summit participants about the GHA given Business project for its discussion at the Summit o­n March 2-4, 2009.
  2. Create o­n our websites the pages Competition-partnership of educational peace projects;
  3. Organize in March-April in the USA 3-4 week competitive lectures o­n both projects with their discussion: every day o­n o­ne lecture (2 hours) o­n each project with 3-4 hours of discussion. The Global Project Chair Dr. Leo Semashko will be glad to read o­n this project the lectures series, of which subjects will be coordinated with the National project Chairs. Dr. Leo Semashko can to participate in these lectures/discussions if all expenses of a trip and residing and also the certain fee will be paid to him and its assistant
  4. Dr. Leo Semashko is ready to read also a small course of lectures (10-14) in the USA o­n a theme: The Scientific Theory of the Global Peace, with disclosing of such questions, as: a science of social and individual harmony; culture of harmonious peace; sphere classes as social actors of harmonious peace; sphere democracy and sphere state as tools for global peace and etc. o­n other of 10 discoveries of Tetrasociology.
  5. Organize in 2009 joint statistical sociological comparative research of development of the sphere classes of the USA, Russia and China for 50 years since 1960 and their influence o­n a condition of the global peace with the subsequent wide publication of this unique research. This research will demand for a year approximately $300 thousand.

 

3.Business offers of partnership from GHA

 

  1. Buy at GHA the Global project for $3 million (the starting price) for overcoming of theoretical weakness of the National project and essential increase of its quality and efficiency. $3 million is a cost of quantity and quality of work of 80 co-authors for 1,5 years.
  2. Buy at GHA the Global project for $1.5 million with a condition of equal participation of the GHA experts in realization of the National project in the USA.
  3. If the National project yet has no financing to create joint strategy of search of investment, united a great organizational resource of the National project and great scientific potential of the Global project in three directions: A. Government: the joint letter in the Government similar to the GHA letter; B. Foundations, for example, Rockefeller, Bill and Melinda Gates and others, which have the investment precedents in educational projects o­n $3 and more millions; C. Business: attraction of means of external business or development of the enterprises of own business: publishing house, information and educational technologies, building, etc.

 

We hope that our analysis-comparison will help to the National project authors to understand better its merits and demerits to correct its scientific basis and a practical course of its realization. Certainly, as a result of this analysis-comparison and the Global project will be enriched with some ideas.

We, authors of the GHA Global project, also hope for the similar analysis-comparison of our project from you side. It will be a kind step of partnership also.

 

Dr. Leo Semashko,

GHA President



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