“The Creator’s Will Is Peace”: A Journey for Peace 

Extends Beyond Europe to the Americas

Singing for Peace in the Voices of Youth — 

A Story of Peace Begins in Washington, D.C.

From ‘Teen Takeover’ to ‘Peace Takeover’: 

A New Change Chosen by Atlanta

As we all know, the United States is a country where gun ownership is permitted. As a result, it is true that many problems involving teenagers and gun possession occur. We have also heard news of students becoming victims of school shootings. Among these stories, today I would like to talk about peace education in Atlanta.

Atlanta is a city in the state of Georgia, USA. Here, a serious youth problem called “Teen Takeover” has emerged. Teen Takeover refers to unauthorized takeovers caused by teenagers. These incidents often take place in shopping malls, streets, parks, parking lots, and other public spaces. The problems that arise from this include fights, property damage, theft, suffering and safety concerns, and gun-related incidents.

This cannot be viewed simply as teenage delinquency. Therefore, the community, beyond just families and schools, had been seeking ways to address the problem. Eventually, the conclusion reached by people in Atlanta was none other than “peace education.”

▎ P.L.A.Y. Begins with Dialogue 

What is P.L.A.Y.? It stands for Peace Leadership Academy for Youth. Teenagers cannot simply be controlled unilaterally through rules or restrictions. However, through education, their way of thinking can change, and as a result, their behavior can also change. It is important to understand why teenagers behave in such ways and what they want. In addition, when they develop a sense of belonging and connect with peers who understand them, they can feel that their existence is recognized both socially and emotionally. As a result, their thoughts and relationships can change. This is the result of peace education.

What can students learn through P.L.A.Y.? They learn how to communicate when conflicts arise, how to manage their emotions, and how to understand other people's perspectives, applying these skills to their everyday lives. At Shiloh High School, this education was provided in the form of an after-school club. Students also planned and operated the program themselves. Let us take a look at an interview with the leader of the P.L.A.Y. club. “World peace is the greatest legacy we can leave to future generations, and it begins with the P.L.A.Y. club at Shiloh High School.”

P.L.A.Y. is a youth peace education program designed specifically for the Atlanta area of Georgia. It is based on HWPL peace education and helps young people learn the values and spirit of peace and grow into peaceful citizens. It also presents practical ways to address school violence in the state of Georgia.

This peace education spread throughout Atlanta within three years. In addition, at the “Atlanta Youth Peace Summit,” peace education was simultaneously conducted for three weeks at a total of seven regional hubs(hotspots) through the P.L.A.Y. program. These hotspots refer to local partner organizations where peace education was intensively operated during this period.

▎ Understanding, Not Punishment

P.L.A.Y. is an ongoing program that actually changes behavioral patterns. Mr. Telly X also implemented P.L.A.Y. at one of the hotspots. Through this program, he came to believe that an approach based on understanding rather than punishment can bring about meaningful changes in young people. If young people continue to learn peaceful ways of responding, perhaps the culture of Teen Takeover can also change.

Mr. Telly X said “I believe peace education can completely change the culture of gatherings like Teen Takeover over time. Most young people are looking for connection, belonging, and a sense of purpose in life. When we teach conflict resolution, emotional intelligence, responsibility, and leadership, young people begin to make different choices in heated situations. Instead of reacting emotionally or following negative influences, they learn how to de-escalate conflicts and become positive influences among their peers. Our goal is to create a generation of young leaders who can transform potential chaos into opportunities for unity, respect, and community.

Peace education creates opportunities for both sides to understand one another. Many young people have developed distrust through their past experiences, while many police officers, on the other hand, often do not fully understand the challenges these young people face every day. Peace education creates a safe space for dialogue, relationship-building, and mutual respect. When young people and police officers begin to see one another as human beings rather than as people they need to be wary of, barriers begin to break down. Healing begins with communication, understanding, and responsibility, and peace education provides a foundation for all three.”

I cannot help but wonder whether the violent culture these young people experienced could have changed if, during this transitional period of their lives, they had had even one good adult by their side, or if an individual, organization, or group exerting a positive influence had supported them. Everyone makes individual choices. However, those choices create relationships, and these relationships have an overall impact on a person's character development.

In the United States, conflicts between racial groups are also intensifying, and in particular, distrust between young people and police has become an obstacle to solving problems, making it difficult to cross that boundary. However, peace education is becoming a bridge that breaks down this long-standing distrust. The young people who participated in this peace education said they were proud of their efforts and dedication. They will apply the changes they have experienced to the communities they belong to and create lasting change.

▎ Violence Is Not Something People Are Born With

Ms. Katie Garduno conducted P.L.A.Y. at another hotspot. She said that through this program, she came to realize that violence is not something people are born with. In particular, she said that her perspectives on “forgiveness” and “conflict” had changed. Let us take a look at her interview.

“The moment that stood out to me the most was when we talked about ‘forgiveness.’ I realized that forgiveness does not mean saying that the other person's actions were okay or justifying what they did. Rather, it means finding peace for yourself and choosing not to carry that hurt for the rest of your life. This made forgiveness feel like something I was doing for myself, rather than for someone else. Before the P.L.A.Y. program, I mainly thought that conflicts were resolved when both sides communicated and worked together to find a solution. I still believe communication is important, but now I think about the larger systems that create conflict. Rather than addressing only individual conflicts, I believe we need to dismantle the systems themselves and address the root causes.

People are not born violent. They simply grow up with limited resources and support and have very few opportunities to encounter different ways of responding to conflict. So they choose what they see around them. In many ways, they are navigating a system that has placed obstacles in their path from the very beginning. This program did not change my view of young people. Since I have already worked with young people, I already believed that they deserve empathy and understanding. But that belief has become even stronger. These are not inherently violent children. They simply need help and a different form of support that they are not receiving right now.

I think if all young people in Atlanta, as well as the younger generations, received peace education, Atlanta would become a more peaceful and connected city. Peace education gives young people the tools to communicate and understand one another. Above all, the very fact that young people feel that there is someone willing to invest time and resources in them is a powerful force. It makes them realize, ‘Oh, I am important. I would like to tell young people in other cities that peace education is not only about creating peace within a community, but also about finding peace within yourself. Personal peace is often the foundation of peace within a community.”

▎ Not Only for Young People, but Also for Families

Ms. Tekecia Shields conducted P.L.A.Y. at another hotspot. She is the representative of Mothers Against Gang Violence (MAGV). She mentioned the breakdown in communication between young people and their guardians as a problem. Here is her interview:

“I felt that the community, including parents and guardians, was not listening enough to the voices of our youth and young adults. That is why Teen Takeover happened. So our program also provided responsibility education for parents, and through this education, I came to support clearer communication. If I could say something to young people around the world, I would tell them that ‘self-determination’ is important. I would tell them to think for themselves about what is influencing them and what affects their decision to remain in a positive state.”

Education at school is important for children to grow into adults, but education at home is also important. If we can become people who practice peace starting from our own homes, could we not create safer and different communities? Peace cannot be achieved through the efforts of just one person. If we care for one another, think one more time, and listen to what the other person has to say one more time, perhaps the problems we face can be resolved.

▎ A Handshake Is Easier Than Being Mean 

Let us take a look at interviews with students who participated in P.L.A.Y.

Damon Pearson, a student at Georgia College Park Vocational School, said “I think the lessons I learned are valuable information that I can share with my community. Because we need unity. I really enjoyed having the opportunity to actually play soccer without being excluded because of how I looked. This place always taught me how to think of others first. As we moved away from the streets and created a movement together, I realized that violence has no meaning. It takes more effort to be mean to someone than simply offering them a handshake.”

Naomi Ward, a student, said “Before this program, I thought peace was simply a state in which nobody was fighting. Now I believe peace also includes treating others with kindness, listening to what other people have to say, and solving problems in a respectful way. This program helped me realize that even though I am young, my words and actions can create change. I learned that I can be a leader, speak up for what is right, and encourage others to make positive choices.”

Zakaila Barnes, a student at Georgia Fairburn Global Impact High School, said “Before participating in the peace education program, Teen Takeover seemed fun and exciting, but I felt that when unaccompanied teenagers gathered together, various problems could arise. The moment that impressed me the most was the lesson about the different ways to achieve peace and how to share them with the people around me, such as friends and family. This program helped me realize that what happens around me affects me. It can have either a negative or positive impact, but in the end, I learned that whether it becomes negative or peaceful is something I choose.”

▎ What Atlanta Has Shown Us

Three years after this peace education was implemented, Atlanta experienced many changes. Through this, students, parents, police officers, and young people learned how to understand one another by learning how to communicate, how to manage emotions, how to respect others, how to resolve conflicts, and how to recognize that they are members of the community. It grew into a local movement. The peace education conducted at seven hotspots was not a one-time campaign. It was an educational program that could bring about real change in the community. I hope that we can build peace together and practice it in our everyday lives.

Reference : https://vo.la/UbAkWQX 

A School Where Conflict Has Disappeared, and Children Choose Peace

A 16-year-old student who grew up at this school said, “There are far fewer fights now. We either resolve conflicts among ourselves or talk to the Peace Minister.” The Peace Minister is not a government official, but a student-led role within the school. Student representatives serving as Peace Ministers listen to their peers when conflicts arise and help them resolve their differences through dialogue.

▎ Students who used to refuse to attend classes

Lesotho is located in southern Africa, where 54.7% of the population lives in poverty and the youth unemployment rate stands at 34%. Even after graduating from school, it can be difficult to find stable employment, and 40% of young people are neither in education nor receiving vocational training. These social challenges do not stop at the school gates. Economic hardship, unstable family situations, and the absence of parents can affect students’ daily lives, sometimes manifesting as conflicts among friends or violent behavior.

In 2019, Puleng Nkaletse became the principal of Ribaneng High School in Lesotho. At the time, students were repeatedly refusing to attend classes and damaging school property, while enrollment had fallen to fewer than 100 students. Trust between teachers and students had broken down, and there were even internal conflicts within the school. Under these circumstances, restoring stability to the school was far from easy. 

Principal Puleng sought help from various organizations, and in the process, she was introduced to HWPL through Development for Peace Education (DPE). DPE is a civil society organization in Lesotho that, together with HWPL, is working to expand peace education to schools across the country. Currently, teacher training programs and workshops are being conducted in Lesotho.

▎ Students who became Peace Ministers

HWPL’s peace education is not simply taught as a single subject. Instead, it first helps students develop peaceful attitudes and values within the school and then encourages them to put those principles into practice in their daily lives and communities. Through this approach, students learn about diversity, cooperation, coexistence, harmony, altruism, sacrifice, love, respect for nature, and respect for elders. This is because peace is more important to learn through action than simply through knowledge. Ultimately, this became the approach that could truly transform these children.

After Principal Puleng introduced peace education at the school, one of the biggest changes was in the school’s organizational structure. Students began taking an active role in running the school themselves. Student representatives took on various roles, including Peace Minister, Education Minister, Food Security Minister, and Finance Minister. When problems arose at school, they discussed them together and worked toward solutions. Instead of expressing their dissatisfaction through actions such as refusing to attend classes, a system was created in which students could seek solutions through their own representatives.

In 2020, the school faced a situation in which a lack of funding for sports activities made it difficult for students to participate in sports competitions. In the past, such dissatisfaction might have led students to refuse to attend classes. However, in this situation, the student representatives discussed ways to raise funds and put their ideas into action. Rather than waiting for someone else to solve the problem for them, the students found a solution themselves. This example shows that peace education is not simply about teaching students not to fight. Rather, it encourages them to find solutions to problems through dialogue and participation instead of violence.

For teachers who had never been exposed to peace education before, this unfamiliar approach sometimes felt like an additional burden on top of their everyday responsibilities. However, the changes continued beyond the school itself. One student witnessed a friend mediating a dispute over money between younger siblings. Instead of asking their parents to solve the problem, the friend calmly sat the younger children down and listened to each of their sides. This was precisely the kind of change that peace education was intended to bring about. 

▎ Peace in Every Corner of Lesotho, Each in Its Own Way

The effects of peace education were not limited to the school. The same changes were taking place in communities across Lesotho. 

In 2021, Principal Noangelina Debeshe was introduced to peace education through DPE. What began with the principal and one teacher eventually expanded to include the entire teaching staff, and ultimately the whole school began practicing peace education together. Every Monday became Peace Education Day, and students chose the values they would practice throughout the week. As a result, conflicts within the school gradually began to decrease. 

The lessons covered themes such as diversity, cooperation, coexistence, harmony, altruism, and sacrifice which children encounter throughout their lives. Every Monday was designated as Peace Education Day, and the students chose the values they would practice during the week themselves. When conflicts arose, the children learned to talk things through with one another. They began saying “thank you” first and reaching out to others first.

As conflicts within the school decreased, students were able to focus more on their studies. As a result, in 2024, Morifi Community High School ranked 8th nationwide, placing it among Lesotho’s Top 10 schools. This suggests that creating an environment where students can respect and cooperate with one another can also have a positive impact on the learning atmosphere.

▎ The child who apologized first

A primary school principal has been leading the school for nine years. Although it is true that the school lacks educational resources, the principal has made great efforts to teach students the importance of respecting and appreciating one another. As a result, when conflicts arise, the children have learned to resolve them through conversation rather than fighting. They are growing up learning to express gratitude first and to treat one another with respect. 

The children put what they learned about gratitude into action. They even made thank-you cards for their parents to express how much they appreciated them. It makes us wonder whether peace does not begin at grand international conferences, but rather with these small acts of kindness in our everyday lives.

▎ A Commitment Shared by 100 Teachers

Last March, a completion ceremony was held in Maseru, the capital of Lesotho, for approximately 100 teachers who had completed peace teacher training.

The ceremony was jointly hosted by HWPL and DPE, with Lesotho’s official responsible for curriculum assessment attending in person, adding further official significance to the event. During the ceremony, the teachers recited a pledge together called “Peace My Lesotho.” The pledge conveys the message that peace in Lesotho begins with me.

▎ What Matters Is Culture

The case of Lesotho shows that peace education did not remain simply a program. Rather than teaching students about peace through lectures and tests, it encouraged them to put peace into practice in their everyday school lives—respecting their friends, talking through conflicts, listening to others, expressing gratitude, and finding solutions when problems arose. Over time, the changes brought about by peace education in schools became more than just lessons. They became part of the school culture.

Perhaps peace in a society is ultimately built through the accumulation of these small acts. Peace is not some distant or grand goal. It can begin with the words we choose to say and the actions we choose to take each day. If children begin to practice the peace they have learned at school in their lives beyond the school gates, perhaps we can move one step closer to creating a society where peace is not simply something taught in peace education, but a way of everyday life.

Reference : https://vo.la/x3KYczp 

German International Law Professor: “Consider Alternatives to Detention

for 95-Year-Old Man Hee Lee, Given His Advanced Age”

“Pretrial detention of a 95-year-old defendant should be subject to exceptionally strict justification, and less restrictive alternatives, such as bail, house arrest, or electronic monitoring, should be considered first.”

There has been growing controversy surrounding the detention of a 95-year-old elderly defendant, which has become a hotly debated issue in recent days. The presumption of innocence should, of course, be upheld until a verdict is reached. However, heated debate continues over whether it is truly necessary to deprive an individual of their liberty before the trial has even concluded. 

In this regard, I would like to discuss an interview with Professor Ciarán Burke, a German scholar of international law. He participated in a written interview conducted by HWPL (Heavenly Culture, World Peace, Restoration of Light), an international peace organization. The interview addressed the general principles of international human rights law. This is particularly relevant because, in cases that are still pending trial, statements by public officials declaring a defendant guilty can undermine the principle of the presumption of innocence. Professor Burke also noted that the European Court of Human Rights has previously found such conduct to constitute a violation of human rights.

◆ No one is guilty until the trial is over.

Professor Burke emphasized that the principle of the presumption of innocence does not apply solely to the court’s judicial proceedings, but is a fundamental principle that must be observed by all public officials exercising state power.

He emphasized that the principle of the presumption of innocence applies not only to the court’s judicial proceedings but is also a fundamental principle that must be observed by all public officials exercising state power. He said, “Not every statement made by a public official automatically constitutes a violation of international human rights law. However, the speaker’s position, the manner in which the statement is expressed, and the stage of the proceedings must all be taken into consideration. Statements that fail to clearly distinguish between allegations and established facts and that characterize a defendant as a criminal before a verdict is reached may violate the principle of the presumption of innocence.”

He went on to explain that in a landmark case before the European Court of Human Rights (ECHR), “the Court found that public statements by a senior government official categorically declaring a suspect to be guilty violated the principle of the presumption of innocence. This case demonstrates that the more authority a person holds within the state, the more careful they must be in choosing their words.”

He also said, “When government statements, political commentary, and media reports converge, there is a risk that a social verdict of guilt may be formed before the court reaches its final judgment. Public officials should consistently use terms such as ‘allegation’ and make it clear that the final determination rests with the court. Generalized statements that associate an entire religious community with criminality may also raise separate human rights concerns in terms of freedom of religion, the right to equality, and the principle of non-discrimination.”

Professor Burke emphasized that, in order to ensure a fair trial, the defendant’s right to a defense must be guaranteed. This principle means that the defendant must be able to present their case under conditions that do not place them at a substantial disadvantage compared with the opposing party.

The defendant must be able to clearly understand the charges against them and the facts of the case, and must have meaningful access to the evidence held by the prosecution as well as materials that may support their defense. They must also be able to receive adequate assistance from legal counsel.

He said, “In the case of elderly defendants who are being detained, the state must take active measures to ensure that their access to legal counsel and participation in the trial are not effectively restricted. They must be provided with a meaningful opportunity to challenge the prosecution’s evidence, examine witnesses, and present evidence of their own.”

◆ Is detention absolutely necessary?

Regarding the decision to detain and investigate the 95-year-old defendant, we must ask the question: Is detention really necessary?

Professor Burke prefaced his remarks by stating, “Detention does not automatically become unlawful simply because a person is elderly, and it is not possible to determine the legality of detention in a specific case without reviewing the case records, medical information, and other relevant materials.”

He also said, “For an elderly defendant whose identity is clearly established and who has cooperated with the investigation, continuing to detain them requires highly compelling and specific grounds. The state must demonstrate that the risk cannot be adequately addressed through less restrictive measures than detention.”

He emphasized, “Pretrial detention should be an exceptional measure, and it is a fundamental principle of international human rights law that less restrictive alternatives, such as bail, house arrest, electronic monitoring, and no-contact orders, should be considered first. Courts should not simply repeat abstract grounds for detention; they must continually assess the defendant’s health, age, and ability to exercise their right to a defense.”

He went on to say, “It cannot be categorically stated that pretrial detention of a 95-year-old defendant is, in itself, a violation of international human rights law. However, if the authorities cannot demonstrate with concrete evidence that a serious risk still exists and that it cannot be adequately addressed through alternative measures, continued detention may be difficult to reconcile with the right to liberty, the principle of the presumption of innocence, and international standards that require pretrial detention to remain an exceptional measure.”

Everyone facing trial should be guaranteed a fair procedure and should not be presumed guilty before a final verdict is reached. The fundamental principles applied under the law should be the same for everyone. When considering the issue of pretrial detention involving a 95-year-old elderly defendant, much of the debate has centered on whether people should support or oppose a particular individual or a particular religion. I hope this debate will serve as an opportunity for our society to reflect on the standards of the rule of law and human rights that we uphold. 

The rule of law should not be swayed by a person’s social status or influence. It should apply equally to everyone. Whatever the outcome of the trial may be, I hope that the process leading to that outcome will, at the very least, be fair.

Reference : https://vo.la/ZCxuSGk