1946 Resolution on the revision of textbooks, UNESCO General Conference, Paris 1948 Universal Declaration of Human Rights, United Nations General Assembly, Paris 1949 Framework for the improvement of history and geography textbooks 1950 First series of seminars on the mutual revision of textbooks 1953 Launching the Associated Schools Project 1968 Recommendation on Education for International Understanding as an integral part of the curriculum and life of the school, IBE, Geneva

LAYING THE FOUNDATIONS OF PEACE The constitution of UNESCO refers to advancing the mutual knowledge and understanding of peoples when defining the purposes of the Organization. It declares ‘that ignorance of each other’s ways and lives has been a common cause, throughout the history of mankind, of that suspicion and mistrust between the peoples of the world through which their differences have all too often broken into war’. From the very beginning, the promotion of international understanding and peace has been one of UNESCO’s fundamental aims. The Organization’s approach is primarily educational: its programme of action has been broad and varied comprising not only the elucidation of the very concept of international understanding and peace, but also the improvement of textbooks, the production of teaching materials, the organization of seminars and conferences, and the launching of the Associated Schools Project. PROMOTING THE REVISION OF TEXTBOOKS UNESCO’s interest in improving textbooks from the standpoint of international understanding goes back to the early days of the Organization. In the aftermath of the Second World War, the UNESCO Preparatory Commission decided to publish a document on the improvement of textbooks and, in 1946, the General Conference at its first session adopted a nine-point resolution (1) inviting Member States to improve textbooks for international under-standing, paying particular attention to history teaching and civic education. The production of publications and the organization of seminars has always been the main thrust of action in this sphere. In 1949, UNESCO drew up a framework to improve history and geography textbooks. Between 1950 and 1953, the Secretariat, in close co-operation with the National Commissions of the countries concerned, held a series of seminars on the improvement of teaching of history and geography, and modern language instruction, as a means to develop international understanding (2). With the benefit of experience thus acquired, UNESCO began to encourage the mutual revision of history textbooks in order to eliminate biased present-ation of facts and nationalistic pre-judices. A first meeting of German and French teachers was organized in 1952 and attended by teachers from the United Kingdom and the United States (3). Each biennium thereafter, regional, bilateral and multilateral consultations of history teachers took place (4). As part of the Major Project on Mutual Appreciation of Eastern and Western Cultural Values, textbooks from both groups were compared with the aim of improving the ways in which cultural traditions were treated in the 1950s (5). Within the framework of the UNESCO International Network of Textbook Research Institutes (6), the Organization continues to provide guidelines (7) and support to Member States wishing to carry out bilateral, or even multilateral, revision of textbooks to remove prejudices vis-à-vis other nations, or groups of people. Linguapax, launched in 1987, promotes the teaching of language, literature and multi-lingualism to foster understanding between cultures and enhance dialogue between people.

1951 NEW YEAR’S MESSAGE FROM THE DIRECTOR-GENERAL OF UNESCO After the sacrifices willingly made during the two gigantic struggles we have already endured, we are faced with yet another heavy trial: we must surmount the obstacles which even now threaten the maintenance of Peace in Freedom under Law. Never has it been more urgent to face the facts with clear vision. Never, perhaps, has mankind had greater need of that steady courage which respect for truth demands. If we build our hope on the undestroyable foundations of clarity and generosity, we will recognize that force alone is no solution. Justice must indeed be strong, but for force to win enduring victory it must be governed by equity. The peace for which we hope makes greater demands on our qualities than does war. It bears no resemblance to a weak surrender to the pleasures of life. It must be a creator of values, and, far from sanctioning privilege, it must aim at increasing every man’s share of freedom, happiness and culture. Governments and individuals must have the courage to overcome habits of thought and action derived from a thousand years of history. And this effort is unavoidable if we are to eliminate war from human experience. UNESCO, which was created to develop the love of peace in the hearts of men, knows well that it cannot succeed in its educational, scientific and cultural purposes if once more the thunder of guns is to silence men’s consciences, if hatred is again to destroy the best of mankind – of men longing for the understanding necessary to security and the security necessary to progress. In the name of the principles which are the foundations of UNESCO’s existence, I express the most fervent hope that the New Year may bring to all the leaders and all the peoples of the world the wisdom and the good will they need to avoid a catastrophe which would break the thread of civilization. May law prevail over all discords. And may we begin at last within the framework of the United Nations a life in which individual and national pride recognizes the limits imposed upon it by the dignity of man and the solidarity of men. Jaime Torres Bodet (The UNESCO Courier, January 1951).

Ellen Wilkinson (United Kingdom) Former Minister of Education, Chairwoman of the Conference to establish an Educational and Cultural Organization of the United Nations What can this Organization do? Can we replace nationalist teaching by a conception of humanity that trains children to have a sense of mankind as well as of national citizenship? That means working for international understanding. Opening speech to the Conference, London, November 1945 Maria Montessori (Italy) Distinguished educationist, promotor of ‘new education’ and education for peace If one day UNESCO resolved to involve children in the reconstruction of the world and building peace, if it chose to call on them, to discuss with them, and recognize the value of all the revelations they have for us, it would find them of immense help in infusing new life into this society which must be founded on the cooperation of all. Fourth session of the General Conference of UNESCO, Florence, 1950 Jaime Torres Bodet (Mexico) Director-General of UNESCO from 1948 to 1952 Knowledge and understanding of the principles of the Universal Declaration of Human Rights and their practical application must begin during childhood. Efforts to make known the rights and duties they imply will never be fully effective unless schools in all countries make teaching about the Declaration a regular part of the curriculum. The UNESCO Courier, December 1951

                               

FOOTNOTES:

(1) Looking at the World through Textbooks.
Quoted in the Journal of the First session of the General Conference of UNESCO, 1946.

(2) Curricula revision: Sèvres (France), 1947. History: Brussels, 1950; Sèvres, 1952.
Geography: Montreal, 1950. Modern Languages: France and Germany, 1953.

(3) At the International Institute for the Improvement of Textbooks,
(later to become the Georg Eckert Institute), Braunschweig, Federal Republic of Germany.

(4) In Finland, German Democratic Republic, Italy, Poland and the
United Kingdom between 1979 and 1982; in Italy and Spain; in Colombia, Ecuador,
Peru and Venezuela; in Kenya, Malawi, Uganda, the United Republic of Tanzania,
Zambia and Zimbabwe in 1985; in Balkan countries, in 1989, etc.

(5) This Major Project is one of three launched in 1957.

(6) Launched in 1992, in co-operation with the Georg Eckert Institute,
this network groups more than 200 institutions in forty-one Member States.

(7) Such as, Tolerance: the Threshold of Peace. A Teaching Learning Guide for Education
for Peace, Human Rights and Democracy, Paris, UNESCO, 1994.