WORLDPEACE TEACHING PEACE:
THE THIRD MILLENNIAL REVOLUTION

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PROJECT TO ESTABLISH A DEPARTMENT OF PEACE STUDIES IN UNIVERSITIES
IN THE USA AND THE WORLD

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Dr John WorldPeace JD and Peace Groups   

Dr Jwp Inquiries to set up Teach Peace curriculum in USA Colleges and Universities 2017

Declaration of World Citizenship and other documents

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Dr John WorldPeace JD "Flagship" Home Page (42,000 pages)

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(Click here) for an overview of submitting for a department of peace studies at your university

SUBJECT
Proposal Concept: Establishing a Department of Peace Studies at your university

Greetings,

My name is Dr. John WorldPeace, JD, based in Albuquerque. I am writing to request a brief meeting to discuss a proposal for your university to establish a Department of Peace Studies—with a phased pathway beginning as electives/certificate-level offerings and scaling, as appropriate, to BA, MA, and PhD degree plans.

The core academic rationale is straightforward: while many universities offer peace-adjacent courses (conflict resolution, human rights, international relations, ethics, public policy, mediation), these offerings are typically dispersed across departments and often emphasize historical figures or discrete conflicts rather than a coherent, interdisciplinary curriculum focused on the systemic causes of conflict and the applied methods by which peace can be increased in human society. Your university is well-positioned to create a distinctive, nationally visible hub that integrates rigorous scholarship with structured civic learning and practical peacebuilding competencies.

I recognize that I have not previously held an academic appointment and do not presume familiarity with your University’s internal protocols. My intent is to contribute a developed concept and substantial research archive while collaborating with your university'sI a faculty and administration to align the program with institutional governance, accreditation expectations, curricular standards, and appropriate academic oversight.

In brief, the proposed program would:

• Launch with a Peace Studies elective sequence and/or certificate/minor (Phase 1), supported through cross-listing and affiliated faculty.
• Build toward an undergraduate major (Phase 2) grounded in theory, systems analysis, research methods, ethics, and applied peacebuilding practice.
• Expand to MA/PhD tracks (Phase 3) emphasizing advanced research, mediation design, evaluation, and institutional change.

I am prepared to introduce the concept, share a short concept note, and learn what channels your university would recommend for formal consideration (e.g., departmental home options, cross-college sponsorship, committee process, and any initial feasibility questions).
Thank you for your time and consideration.

Too Many Too Much

WHO IS DR JOHN WORLDPEACE?

Dr John WorldPeace mix of the song Let there be Peace on Earth

How can we manifest peace on earth if we do not include everyone
(all races, all religions, all nations, both genders) in our vision of peace?

     We can't. Consider that A Christian, Buddhist, Hindu, Jewish, Muslim vision of peace will never manifest WorldPeace because the dictates of all religious
bureaucracies are elitist and exclusive and WorldPeace is an all inclusive
secular democratic determination. 

Consider that an American vision of peace will never manifest WorldPeace.
Consider that a White race vision of peace will never manifest WorldPeace.
Consider that a Male vision of peace will never manifest WorldPeace.

If I am a minority of one, the truth is still the truth. Dr Jwp JD

WELCOME

TEACH PEACE

Introduction and Statement of Purpose

Conceptual Premise

“When peace becomes our priority, WorldPeace becomes our reality.”
— Dr. John WorldPeace, JD
The concept of WorldPeace is presented here not as an abstract ideal but as an integrated and unified condition of human civilization. Accordingly, the term is expressed as a single word—WorldPeace—to signify the inseparability of peace at local, national, and global levels.

The Problem: Absence of a Systematic Peace Curriculum

Despite the proliferation of peace-related courses and programs within global higher education, there remains a fundamental gap in academic inquiry: the absence of a comprehensive curriculum dedicated to the systematic teaching of peace itself.
Existing Peace Studies programs predominantly focus on historical figures, political movements, conflict resolution theories, and case studies of peace advocacy. While valuable, such approaches often fail to address the deeper structural, psychological, cultural, and institutional causes that perpetuate conflict and inhibit the sustainable expansion of peace within human societies.
This project proposes that peace has not been adequately conceptualized as a teachable, measurable, and developmental human capacity. Consequently, the absence of a formalized pedagogy of peace represents a critical limitation in contemporary education.

Purpose and Vision of the Teach Peace Initiative

The Teach Peace initiative seeks to develop a comprehensive academic framework for the study and practice of peace, with the long-term objective of integrating Teach Peace courses into university curricula worldwide. The ultimate vision includes the establishment of structured degree pathways leading to undergraduate, graduate, and doctoral qualifications in Peace Studies, grounded not only in theory but in applied methodologies for increasing peace in human societies.
The foundational text for this initiative is The Book of WorldPeace, originally published in 1988 as The Book of Peace. This work will function as a dynamic and evolving academic resource, adapting as the Teach Peace curriculum expands.

Pedagogical Approach

Teach Peace is conceived as an interdisciplinary and inquiry-driven educational model. Rather than relying on conventional examinations, assessment will emphasize critical analysis of contemporary global events, ethical reasoning, and reflective inquiry.
Students will engage with real-world case studies drawn from current news, global politics, social movements, and cultural narratives. The central evaluative question will be whether specific events, policies, or social dynamics contribute to the expansion or erosion of peace within the global human community.
This approach positions peace not as a static ideal but as a variable condition influenced by human decisions, institutional structures, and cultural narratives.

Limits of Idealized Peace and the Pragmatic Goal

This initiative does not assume the possibility of perfect or absolute peace. Human societies are inherently dynamic, shaped by continuous change, uncertainty, and complexity. However, the Teach Peace framework is grounded in the pragmatic assertion that the level of peace within human civilization can be incrementally increased.
The Teach Peace project is therefore not a utopian pursuit but a systematic effort to understand, measure, and expand peace as a practical and attainable human achievement.

Institutional Dimensions of Peace

Across societies, three primary institutional domains have historically claimed responsibility for maintaining social order and peace:

1. Religious institutions
2. Political and governmental systems
3. Legal and judicial frameworks

Despite their historical longevity and influence, these institutions have not succeeded in establishing sustainable peace at either national or global levels. This failure raises a fundamental question: Why has peace not been effectively taught, institutionalized, or operationalized as a universal human objective?
The Teach Peace framework proposes that the primary obstacle lies in exclusivity. Peace initiatives rooted in religious, national, racial, or gender-based hierarchies inherently exclude segments of humanity and therefore cannot achieve universal peace.
WorldPeace, by contrast, must be grounded in inclusivity, transcending religious, racial, national, and gender boundaries. It requires a shift from particularistic identities to a shared human identity.

Power Structures and Resistance to Peace

Throughout history, dominant institutions—religious, national, racial, and gender-based—have constructed and defended power structures that resist the relinquishment of authority. These structures often prioritize dominance over coexistence, competition over cooperation, and ideological supremacy over inclusivity.
Teach Peace identifies these power dynamics as central impediments to peace. Sustainable peace requires not the elimination of identity but the transformation of identity from hierarchical to relational and inclusive.

The American Paradox

The United States provides a complex empirical case study in the Teach Peace framework. Within its borders, diverse religious, racial, national, and gender groups coexist under a shared legal and democratic system. This demonstrates that pluralistic peace is operationally possible within a defined political structure.
However, the same principles of equality and justice often fail to extend beyond national boundaries. The discrepancy between internal egalitarianism and external geopolitical practices reveals a paradox that underscores the necessity of a global peace framework rather than isolated national models.
The American case thus illustrates both the feasibility of pluralistic peace and the limitations of nationalistic approaches to global harmony.

Structural and Socioeconomic Impediments

Beyond identity-based conflicts, peace is also constrained by economic inequality, educational disparities, and struggles over power and control. Human societies continually generate hierarchies that differentiate individuals and groups, reinforcing cycles of domination and resistance.
Teach Peace acknowledges that perfect peace is unattainable but asserts that measurable progress toward greater peace is both possible and necessary. The initiative prioritizes four foundational domains of conflict:

• Race
• Religion
• Nationality
• Gender

These domains represent the most persistent and influential sources of global division and therefore constitute the primary focus of the Teach Peace curriculum.

John WorldPeace University: Conceptual Framework

The concept of John WorldPeace University is not defined as a traditional institution with fixed doctrines but as an intellectual and pedagogical space for global dialogue on peace. It is designed to facilitate critical inquiry rather than impose predetermined conclusions.
Within this framework, the role of the educator is not to deliver final answers but to pose essential questions. Teach Peace is therefore conceived as a collaborative process of learning, reflection, and collective problem-solving.

Participation and the Ethics of Peace

The success of Teach Peace depends on global participation. A lack of engagement would suggest not merely apathy but a deeper resistance to the introspection required for genuine peace. Teaching peace demands that individuals and societies confront uncomfortable truths about inequality, prejudice, and power.
The Teach Peace initiative therefore functions as both an educational program and a moral inquiry into humanity’s willingness to embrace universal equality.

Future Directions

The Teach Peace platform is conceived as an evolving academic and intellectual project. Its development will be guided by ongoing dialogue, critical feedback, and adaptive experimentation.
Rather than functioning as an open-ended blog, the initiative will maintain moderated scholarly discourse to ensure rigor, coherence, and constructive engagement.

Authorial Context

Dr. John WorldPeace has engaged in sustained inquiry into peace since 1988, supported by extensive written work and public discourse. His approach emphasizes transparency, intellectual accountability, and open dialogue.

Conclusion: Toward a New Epoch of Peace Studies

Teach Peace represents a paradigm shift in Peace Studies—from descriptive analysis of peace to the systematic teaching of peace as a human capacity and civilizational project.
This initiative marks the beginning of a new phase in the academic and ethical exploration of WorldPeace.
Dr. John WorldPeace, JD

THE DECLARATION OF TEACH PEACE

Preamble

Human civilization has reached a critical threshold in its history.
Never before has humanity possessed such technological power, global interconnection, and capacity for transformation—yet never before has it faced such persistent conflict, division, and existential risk.
Peace has long been desired, debated, and celebrated.
Yet peace has rarely been systematically taught.
The Teach Peace Declaration affirms that peace is not merely a moral aspiration or political objective, but a fundamental human capacity that can be studied, cultivated, and expanded through education.

Core Principle

Peace is not an accident of history.
Peace is a discipline of consciousness, culture, institutions, and behavior.
WorldPeace is not the absence of conflict, but the sustained capacity of human societies to manage difference without violence, domination, or dehumanization.
Therefore, peace must be taught.

Foundational Assertions

1. Peace is Learnable
   Human beings are not biologically condemned to perpetual conflict.
   The capacity for empathy, cooperation, and justice can be developed through education.
2. Peace is Structural
   Peace depends not only on individual morality but on social, political, economic, and cultural systems.
   Institutions must be designed not merely to control conflict, but to cultivate peace.
3. Peace is Inclusive
   WorldPeace cannot be achieved through the dominance of any race, religion, nation, ideology, or gender.
   Peace emerges only when all human beings are recognized as equal participants in the human future.
4. Peace is Incremental
   Perfect peace may be unattainable, but measurable increases in peace are possible and necessary.
   The moral responsibility of civilization is not perfection, but progress.
5. Peace is Interdisciplinary
   The study of peace must integrate philosophy, psychology, sociology, history, law, politics, economics, science, and spirituality.
   No single discipline can explain or produce peace.
6. Peace is a Global Imperative
   In an interconnected world, local conflicts inevitably become global consequences.
   Teaching peace is therefore not optional; it is a civilizational necessity.

Institutional Commitment

Teach Peace calls upon universities, governments, religious communities, legal systems, and cultural institutions to recognize peace as a formal domain of knowledge and practice.
We affirm the necessity of:

• comprehensive peace curricula in global education
• degree pathways in Peace Studies grounded in theory and application
• research centers dedicated to the science and ethics of peace
• public discourse that prioritizes dialogue over domination

Human Responsibility

Teach Peace asserts that the future of humanity depends not only on technological advancement or economic growth, but on the evolution of human consciousness and collective ethics.
To teach peace is to challenge prejudice, dismantle exclusion, and transform power into responsibility.
To refuse to teach peace is to accept the perpetual reproduction of violence and division.

Declaration

We declare that peace must become a central object of human knowledge, institutional design, and moral imagination.
We declare that the teaching of peace is the responsibility of every generation.
We declare that WorldPeace is not a utopian fantasy, but a project of human intelligence, courage, and solidarity.
Therefore, we commit to the Teach Peace vision:
to study peace, to teach peace, and to expand the capacity of humanity to live together without domination, hatred, or dehumanization.

Signature

THE TEACH PEACE
CHARTER OF FOUNDATIONAL TRUTHS

Preamble

Human civilization has advanced technologically faster than it has evolved ethically.
The result is a world capable of unprecedented creation and unprecedented destruction.
Peace has been pursued through religion, politics, law, and ideology, yet it has rarely been approached as a coherent system of knowledge.
The Teach Peace Charter of Foundational Truths establishes a framework for understanding peace not as an abstract ideal, but as a structural, psychological, cultural, and institutional phenomenon.
These truths do not claim finality. They function as guiding principles for inquiry, education, and transformation.

I. Ontological Truths (The Nature of Peace)

Truth 1: Peace is a Condition, Not an Event
Peace is not a momentary absence of conflict but a sustained condition of relational stability within and between human communities.
Truth 2: Peace Exists on a Continuum
Peace is not binary. Societies exist on a spectrum ranging from extreme violence to relative harmony.
The task of civilization is to move progressively along this continuum.
Truth 3: Conflict is Natural; Violence is Not Inevitable
Difference is inherent in human existence. Violence is a learned and institutionalized response to difference, not an unavoidable destiny.

II. Anthropological Truths (Human Nature and Peace)

Truth 4: Human Identity is Both Biological and Social
Humans are shaped by genetics and culture. Prejudice and empathy are not fixed traits but socially cultivated capacities.
Truth 5: Humans Seek Belonging and Meaning
The desire for identity and purpose often drives division. Peace requires frameworks that satisfy these needs without producing exclusion.
Truth 6: Power is a Fundamental Human Drive
The pursuit of power is universal. Peace emerges not from the elimination of power, but from its ethical transformation.

III. Cognitive and Psychological Truths (Mind and Perception)

Truth 7: Perception Shapes Reality
Human beings act not on objective reality alone, but on narratives, symbols, and beliefs.
Teaching peace therefore requires transforming narratives as much as policies.
Truth 8: Fear is the Primary Engine of Violence
Most conflicts originate in perceived threats to identity, security, or status.
Peace education must address fear at individual and collective levels.
Truth 9: Empathy is Learnable
Empathy is not merely emotional; it is cognitive and developmental.
Education can expand the capacity to understand and value others.

IV. Social and Institutional Truths (Systems and Structures)

Truth 10: Institutions Reflect Human Values
Religions, governments, and legal systems embody the priorities of their creators.
If societies prioritize dominance, institutions will institutionalize dominance.
Truth 11: Exclusivity Undermines Peace
Any system that privileges one group over others structurally limits peace.
Universal peace requires inclusive frameworks of identity and justice.
Truth 12: Law is the Architecture of Peace
Justice is not the opposite of peace; it is its foundation.
Without fair and enforceable law, peace cannot be sustained.

V. Civilizational Truths (History and Power)

Truth 13: History is a Record of Competing Narratives
Conflicts are not only struggles for resources but struggles for meaning and legitimacy.
Truth 14: Nations Are Ethical Experiments
Every nation is a test case in balancing power, justice, and identity.
No nation has fully solved the problem of peace.
Truth 15: Globalization Makes Peace Indivisible
In an interconnected world, no society can achieve lasting peace in isolation.

VI. Educational Truths (Teaching Peace)

Truth 16: Peace Must Be Taught Systematically
Without intentional pedagogy, peace remains accidental and fragile.
Truth 17: Peace Education Must Be Interdisciplinary
Peace cannot be understood through a single discipline.
It requires integration of philosophy, psychology, sociology, law, economics, politics, science, and spirituality.
Truth 18: Critical Thinking is Essential to Peace
Dogma—religious, political, or ideological—is incompatible with sustainable peace.

VII. Ethical Truths (Responsibility and Choice)

Truth 19: Peace is a Moral Choice
Societies choose violence or cooperation through policies, narratives, and institutions.
Truth 20: Neutrality Sustains Injustice
Silence in the face of oppression is not peace but complicity.
Truth 21: Equality is the Ethical Core of Peace
No peace is possible where any group is deemed inherently superior or inferior.

VIII. Pragmatic Truths (Limits and Possibilities)

Truth 22: Perfect Peace is Unattainable
Human complexity ensures perpetual tension and disagreement.
Truth 23: Greater Peace is Achievable
Incremental increases in peace are realistic, measurable, and necessary.
Truth 24: Peace is a Long-Term Civilizational Project
Peace is not the task of a single generation but of humanity itself.

IX. Teach Peace Imperative

The Teach Peace Charter affirms that the survival and flourishing of human civilization depend on transforming peace from a hope into a discipline.
To teach peace is to confront prejudice, reform institutions, and reimagine identity.
To refuse to teach peace is to accept the perpetual reproduction of conflict.

Closing Affirmation

Teach Peace is not a doctrine.
It is a framework for inquiry.
It is not an ideology.
It is a commitment to understanding and expanding the conditions of human coexistence.
WorldPeace is not guaranteed by history.
It must be consciously created.
Dr. John WorldPeace, JD
Teach Peace Initiative