Dernier jour de la session de préparation aux concours des facultés de médecine générale et de médecine dentaire de l’Université Saint-Joseph de Beyrouth, organisée par SPCE en partenariat avec SPNC.
My latest article published by Executive Women
December 9, 2019
Much has been said about social responsibility in the last two to three decades, and many non-governmental organizations have created programs and organized youth camps in the Arab world to encourage individuals and groups to act for the benefit of society at large. However, ongoing political disorder, wars, and economic crises in several countries have contributed to the implementation of national security-based strategies, whereas any society’s survival depends on a social responsibility strategy, and this strategy should include peace education.
Peace education encompasses a variety of pedagogical approaches within formal curricula in schools and universities, and non-formal popular education projects. It aims to cultivate the knowledge and practices of a culture of peace, and plays an important role in individual and collective mindset changes.
Unfortunately, most academic curricula in the Arab world do not offer peace education courses, and little attention has been paid so far to the inclusion of peace programs in universities — they are considered to be low priorities.
In addition, many avoid giving too much attention and too many resources to Peace Studies programs out of fear that they may become politicized. The emphasis is usually placed on subjects considered to be tangible and have practical value for competition in the local, regional, and global marketplaces.
Peace education’s advantages are numerous:
- It develops cultural awareness and effective communication strategies in intercultural/interreligious settings,
- It leads to increased and differentiated understandings of cultures and a desire to expand one’s own knowledge of cultural customs, concepts, and values,
- It helps deconstruct stereotypes and fight against xenophobia, discrimination, and ethnocentrism,
- It helps the youth to reflect on the subjectivity of their own thoughts and language as they learn to step outside boundaries and develop more critical thinking,
- It helps students to understand and experience unity in human diversity.
I have developed my own peace education approach and applied it in universities in Lebanon and the United Arab Emirates with thousands of students from 2007 to 2018. The results of my research were published in several books and academic journals, proving the positive impact of peace education.
The basis of this educational approach is dialogue, which is not used as a mere technique to achieve some cognitive results, but to transform social relations. Through interactive practices and an emphasis on cooperation, students are provided with space in which they can undergo constructive analysis, build bridges, and develop a sense of national inclusive belonging.
Nonetheless, peace education faces many challenges and obstacles in our region, starting with the context itself that makes it hard to disseminate — such as the context of continuous physical and psychological wars in Lebanon, Palestine, Syria, Iraq,…
Furthermore, it still is a socially isolated affair. For peace education to have a large-scale impact, there are many conditions that need to be fulfilled, such as support from private institutions and public authorities, sustained interaction between students and their professors, interdependence in completing common tasks, etc.
In the context of both formal and non-formal education, funding for projects and their sustainability are two major challenges. Only elite schools and universities can offer sufficiently long training and the much needed follow-up support as inequalities and discrimination are a major challenge. In fact, they do not disappear when the classroom doors close or when they open again; students may continue pursuing opposing agendas, especially when they have unsupportive home environments.
Even when they are equipped with a new way of perceiving themselves and the “others”, the students enter into a collision course with their social surroundings and their “unquestionable truths” through their homes, neighborhoods, sectarian communities, political parties, and the media. In my opinion, peace education should be considered a public good and, as such, should be offered as a free service to all.
Youth represent the largest group in the region, and they are exposed to an increasing number of vulnerabilities, threats, and challenges. The lack of economic, educational, and leadership opportunities limits the youth’s full potential for contribution to their families and communities, and for sustainable development and peace.
Facing these challenges requires investment in youth education, active participation, visibility and empowerment. Such investment must target youth from all cultural and religious backgrounds, including young people from disparate communities, as well as young people with disabilities and vulnerable or marginalized youth.
Clearly, this investment will not be a waste, for a culture of peace is needed to build prosperous countries and inclusive societies, and this culture is not an unattainable ideal. It is a culture we can make, embody, and share.
By, Dr. Pamela Chrabieh, Director of SPNC Learning & Communication Expertise, University Professor, & Visual Artist.
Paying homage to Professor Naim Chrabieh who passed away on April 16, 2017.
SPNC was founded in Lebanon by the late Professor Naim Chrabieh in 1976 as full-fledged training sessions for university entrance exams. Professor Chrabieh was a pioneer in developing such sessions in the country which have acquired notoriety without equal, particularly training sessions for the St Josef University’s Schools of Medicine and Engineering entrance exams. A renowned physicist, peer educator, and producer of scientific knowledge, Professor Chrabieh combined excellence in academic communication with innovation in learning. He was a Civil Engineer, Dean of the Physics Science Department at Notre-Dame Jamhour’s College, and Professor of Physics at the School of Medicine at St Joseph University. In addition, he was the author of several scientific and pedagogical publications, as well as of national references in teaching and learning Physics.
Ce fut un plaisir de revoir et de rencontrer des collègues du Québec, et de modérer la 4e table ronde du colloque “Les communautés de l’Etat du Liban” organisé par le Centre de Recherche sur les Minorités au Moyen-Orient (RCMME) et le Centre de Recherche Société, Droit et Religions de l’Université de Sherbrooke. Avec les intervenants Mirna Bouzeid, Pierre Noel et Claude Gelinas. Un grand merci au Prof. Sami Aoun, ainsi qu’aux P. Jean Akiki et Georges Yarak pour l’invitation. Certes, les perspectives comparatives entre le Canada et le Liban devraient se poursuivre vu qu’elles permettent les décentrements nécessaires afin de repenser la gestion de la diversité.
Au dîner du Vice-recteur aux Affaires Internationales et à la Francophonie de l’Université de Montréal Monsieur Guy Lefebvre et son équipe. Avec le Réseau des diplômés de l’Université de Montréal!
Un premier pas vers la création d’une association d’anciens de l’Université de Montréal au Liban.
Félicitations à tous(tes) ceux et celles qui ont réussi le concours d’entrée aux Facultés de Médecine et Médecine dentaire de l’Université Saint-Joseph de Beyrouth.
Nous sommes heureux(es) d’annoncer que le taux de réussite du concours de janvier 2019 suite aux sessions collectives et individuelles de SPNC en 2018 s’élève à plus de 55%.
Nous rappelons que la culture générale a le plus haut coefficient, d’où la nécessité d’une préparation stratégique des mois à l’avance.
Contactez Dr. Pamela Chrabieh pour plus d’informations sur les sessions du printemps pour le concours de juin 2019 au +9613008245 ou par email: firstname.lastname@example.org