Making Connections, Procuring Peace
1) The Relationship of Peace to Justice
“Injustice creates conflict. It is a threat to peace, and if we do not create justice, peace may not be sustainable. We need justice for sustainable peace.”
(Peace to Justice: Impressions of the First Conference by The Hague Academic Coalition, 10)
During the Bertha von Suttner Master Class, Mr. Steven van Hoogstraten, General Director of the Carnegie Foundation (Peace Palace), spoke on the concepts of peace and justice, a complex and dynamic relationship. It is clear that peace and justice are two different ideals, but their relationship is a perplexing one.
“Peace and justice are two different and distinguishable notions, and not two sides of the same coin. But they are intertwined.”
-Mr. Steven van Hoogstraten (Handout)
The session topic was compelling; the location--the Japanese Room which houses the Administrative Council of the Permanent Court of Arbitration (PCA)--could not have been more fitting. The court was conceived during the First Hague Peace Conference in 1899. The use of justice for the creation of long-lasting peace is not a novel idea. The PCA’s use of arbitration may not be seen as "justice" by its strictest definitions. However, both states consent to the decisions of a third party, which is why Bertha von Suttner dubbed arbitration, “a form of self justice” (Hand out by Mr. Steven van Hoogstraten).
Younger than the PCA, the International Court of Justice (ICJ) is the UN court that handles state and non-state actors' legal disputes. Through this court, states and non-state actors have found justice through peaceful means. It's home is the Great Hall of Justice in the Peace Palace. During the tour of the Peace Palace, we were told that one of the Great Hall of Justice's most conspicuous pieces of art was called "Peace by Justice". The painting, donated by France, acts as a symbolic reminder of the tradition. On June 24th, 2014, the Great Hall of Justice hosted the Commemorative Lecture on Bertha von Suttner. The location, abundant with “peace through justice” symbols , only augmented the joys of attending such an event for a peace hero who was an advocate for institutions of justice.
For the visitor's tour, the Commemorative Lecture and Bertha von Suttner Master Class, we spent a substantial amount of time in the Peace Palace. It serves as a living monument for the ideals of peace and justice. Funded by Andrew Carnegie, the Peace Palace commemorates the work of the Hague Peace Conferences. Unsurprisingly, the Peace Palace, a symbol of peace contains some of the first breaths of international justice—the PCA, the ICJ and the Archives of the International Military Tribunal of Nuremberg. By deliberately selecting a symbol of peace to house them, a marriage of the two symbols was created. The Peace Palace’s theme of “peace through justice” shows that both of these concepts are best dealt with together.
My favorite part of the Peace Palace is the USA's gift, which sits in the staircase of the entrance hall, surrounded by a number of ornate stained glass windows. Appropriately titled “Peace through Justice”, its nominal meaning speaks volumes. The prime placement of this statue and its name reaffirm that ensuring justice to create peace is the focus of the building and has been since its construction.
Outside of the Peace Palace but still housed in The Hague, the International Criminal Court (ICC) prosecutes individuals. The development of International Criminal Law is also a jump towards justice and a push for peace, and is explained in The Sun Climbs Slow. Allowing impunity for individuals, who commit mass atrocities, condones violations of peace. The context of the ICC’s creation is a response to a number of wars from the 20th century.
“As the Preamble to the Treaty notes, the purpose of the Court is to end impunity for the perpetrators of ‘atrocities that deeply shock the conscience of humanity.’ And the Twentieth Century witnessed atrocities on a truly unprecedented scale. The estimate of 170 million dead in 250 conflicts that have occurred since World War II is a grim testament to the failure of the international community to create a viable mechanism to prevent aggression and enforce international humanitarian law.”
The Georgetown Law Journal “The New International Criminal Court: An Uneasy Revolution”
Institutions of justice create peace. It seems like a fairly straightforward concept, but how do we handle the need for justice when it seems to thwart attempts that could save thousands? Should demands for amnesty be granted in exchange for peace talks? Are there times when justice and peace are incompatible? The Sun Climbs Slow wrestles with this issue.
“…amnesty allows major perpetrators to escape justice. It means that people who have committed murder, rape and child abduction among other offences do not face consequences. It blocks accountability. It deprives the victims of their need—indeed, their right—to see justice done.” (The Sun Climbs Slow, 329)
“…attaching qualified amnesties to peace negotiations could mean saving the lives of innocent people at least in the short time.” (The Sun Climbs Slow, 331)
Sacrificing justice may be considered a short-term option for immediate absence of war, but can that absence be maintained? War is a long-term problem, and it needs a long-term solution. Furthermore, the existence of institutions that ensure justice may be enough to keep in check potential war criminals who would otherwise face no enforcement of international law.
“There are times when we are told that justice must be set aside in the interest of peace. It is true that justice can only be dispensed when the peaceful order of society is secure, but we have come to understand the reverse is also true. Without justice there can be no lasting peace.” –Kofi Annan (Found in The Sun Climbs Slow, 16)
In addition, this conundrum fails to see that there is an expanded view of justice. Justice is necessary for reasons far more important than vengeance. The International Criminal Court was created to bring justice for the war criminal, but, also, for the victim. Ultimately, justice creates order, and assists in the peace process. It can be done to restore and reconcile the victim and to create a Virginia Durr Moment for the criminal, the state and the international community. It is also used to establish the truth of events. Perhaps that is why the justice found in the Truth and Reconciliation Commission of South Africa did not criminally punish the perpetrator, but did indeed aid in establishing peace.
“…in addition to ending the impunity of high-placed criminals, the evidence presented in an open, transparent court can expose the factual truth about what occurred during a conflict; and that, if handled properly, such trials may eventually play a role in reconciling divided populations.” (The Sun Climbs Slow, 7)
Justice and peace are distinguishable but linked. Further development of institutions and the normative framework of international law to procure justice is absolutely necessary for peace. In our efforts for peace, we must also address our efforts for justice, a required ingredient for long-term peace. We must develop justice, so that we can develop peace.
2) The Relationship of Human Rights to Peace
“Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation for freedom, justice and peace in the world”
(Universal Declaration of Human Rights preamble)
The Universal Declaration of Human Rights (UDHR) was adopted by the United Nations General Assembly on December 10th, 1948. Within the first clause of its preamble it connects the important subject of human rights with peace. This is not a surprise considering that this document arose in the aftermath of the disturbing mistreatment, torture, displacement and mass-murder of millions during World War Two. The dehumanizing force of war, which is always present with bloodshed, ignited the United Nations Commission on Human Rights (UNCHR) to create a document detailing the rights that every individual naturally should have.
Although World War Two was indeed horrific, it is important to note that, in every war, breaches of human rights occur. Even back in the days of Pope Clement, abuses were occurring in Rome as “soldiers looted the city and tormented and killed its inhabitants” (Georgetown Law Journal “The New International Criminal Court: An Uneasy Revolution”).
In modern day, allegations against the USA’s “War on Terror” in Afghanistan could be perceived as violations of Article 1, and Articles 3 through 12. Cherif Bassiouni “accused US troops of conducting arbitrary arrests and inflicting torture that included “sexual abuse, beatings, and use of force resulting in death.’” (The Sun Climbs Slow, 103) He also claimed that they were responsible for “breaking into people’s homes without warrants, detaining them with out the legal authority to do so, vicious beatings that resulted in death, forced nakedness, sleep denial, prolonged squatting, hooding and sensory deprivation” (The Sun Climbs Slow, 103).
On June 25th, 2014 Die Waffen Nieder, a silent film based on Bertha von Suttner’s novel of the same title, was shown at Humanity House in The Hague. It is the story of the fictional Martha Althous, a woman who is repeatedly traumatized by the tragedy of war. Numerous scenes highlighted war's bloody brutality without its socially constructed glory.
“Everyone has the right to life, liberty and the security of person.” (UDHR Article 3)
It seems like a basic principle, but, as can be seen in the film, it is always forgotten in war. The lives of the honorable young patriots, proud to serve their country are snuffed out. The scene of the injured men being carried back from the battlefield, piled on top of each other was extremely upsetting. Watching it, I began to see how the tragic loss of life and infringement on human dignity that occurs in war dehumanizes the individual. In contrast to this frequent dehumanization, the main character became terribly distressed upon discovering that her second husband would be sent off to war. It acts as a reminder that our whole society faces the side effects of war.Often times, when speaking of war we speak of statistics, the number of casualties, or we hear the stories of war heroes. Rarely do we speak of the effect on the human beings. In war, their inherent value is ignored.
Considering the suffocating conditions when peace is absent, how can individuals be expected to develop their sense of humanity, their understanding of what is acceptable and not based on the natural state of human existence? Charles Malik discussed how the chaos and interferences, which in many ways represented a state that could not be described as at “peace”, are indeed dehumanizing.
“It is rather that we find ourselves today in a situation, all the world over, in which man’s simple, essential humanity—his power to laugh and love and think and change his mind, in freedom---is in mortal danger of extinction by reason of endless pressures from every side; governmental regulations and controls, social interferences, the maddening noises of civilization, the sheer multiplicity and crowding in of events as a result of the contraction of the world, the dizziness of his mind from the infinity of material things to which he must attend.”
–Charles Malik “Talk on Human Rights”
This loss of humanity and the ideological incoherence about what constitutes a human can cause war. As Charles Malik notes, people disagree about who they are, and wars of religion and ideology result. In many ways the UDHR helps restore lost humanity. The agreed upon, written existence of certain rights for the individual regardless of circumstance or character does in many ways re-establish a certain identity. If internalized, the UDHR might eliminate religious or ideological conflict.
“…human conditions so evolved that the fiercest clashes the realm of ideas and ultimate beliefs seem to have taken possession of the world. Today men fight precisely because they disagree on their own interpretations of themselves”
-Charles Malik, “Talk on Human Rights"
As laid out in the UDHR’s preamble, if the value of each human and the rights granted to them were respected and internalized, war would cease to exist. For example, if the ideology of the UDHR was commonly accepted, nobody would want to take another life because it would be too valuable.
“All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.”
It is no surprise that the idea of treating others well and the importance of acknowledging every person’s instantaneous “dignity and rights” and “reason and conscience” are addressed together in the first article of the UDHR. The way individuals treat each other is often in accordance to how one thinks and feels about others. Understanding that another has worth, means treating others well. Clearly the “spirit of brotherhood” would not include acts of war, but efforts towards peace. This same “spirit” and devotion to peace is inferred from a number of other articles and the preamble of the UDHR.
“Whereas it is essential to promote the development of friendly relations between nations”
War’s constant violation of the fundamental and inherent human rights, as defined under the Universal Declaration of Human Right (UDHR), is a perfect example of why the cause for human rights is the cause for peace. These abuses of human rights in conflict situations can be seen in a number of historical and contemporary examples, literature and film. As a result, war can have a dehumanizing effect. However, the UDHR restores the essence of humanity and, by doing so, sets out the rights and values of every individual. If we accept these human rights, we should alter our laws and behavior accordingly. So, by valuing each individual’s life and worth, peace should result. We need peace for the protection of human rights, but a respect for human rights also creates peace
3) The Life and Legacy of Bertha Von Suttner
“Internationally, the peace movement gained wings, and Bertha grew out to become the star of this movement. This was due not only to the success of her book, but also to her charismatic personality and power to persuade.”
(Bertha von Suttner: At the Cradle of World Peace)
"The mother of the peace movement”, a baroness, a novelist, “a one-women NGO”, and the 1905 Nobel Peace Prize winner, Bertha von Suttner's great feats were heavily discussed in the Master Class handouts, at the Master Class and in the Bertha von Suttner: At the Cradel of World Peace Book. However, visiting Austria, where she lived for most of her life, allowed me to understand that she was a real individual with an unbelievable story.
To summarize her spectacular life would be difficult. Bertha von Suttner was born a countess in Prague, but she made her own place in the world after her mother gambled the family fortune away. As a governess for the young daughters of an Austrian noble family, she fell in love with Arthur von Suttner, the family’s youngest son. The forbidden romance was suspended. In Paris, she became the secretary for Alfred Nobel, who later in life was inspired by Bertha to create the Nobel Peace Prize. Arthur and Bertha defied his family’s wishes and wed each other, running away to the Caucasus. It was there that she saw the horrors of war and began to champion the cause of peace. While her personal love story is intriguing, her life work for the peace movement is her legacy.
“The gruesome reality of war that she now got to know from firsthand experience filled Bertha with such an abhorrence that she decided to dedicate the rest of her life to the ideal of peace.”
(Bertha von Suttner: At the Cradle of World Peace, “An Independent Young Woman)
Eventually, the von Suttner family accepted Bertha and Arthur, and they moved to Harmannsdorf, Austria a location that we visited during our week in Austria. The reason for our visit is of note—the centenary of her death. There was an elegant ceremony with speakers like the Director of the Carnegie Foundation and visitors who were foreign ministers. It was purely spoken in German, but the spirit of celebrating her efforts towards peace and honoring her memory was of a universal language. Being privy to the event and being allowed to walk around the same grounds she did during composition of some of her greatest work was a truly powerful experience.
Producing a number of works for the peace movement, one of Bertha’s greatest contributions was a novel that helped ignite the global movement. Die Waffen Nieder!, roughly translated to Lay Down Your Arms! in English, was an international bestseller. A controversial work of fiction, it humanized the tragedy of war. However, I think it’s important to note that, at the end, there was a breath of hope, a sense of optimism. The young son appeared to hold some pacifist views, and a possibility to change the world for the better.
“Bertha von Suttner believed that people and societies were capable of changing. But change is not brought about easily.”
(Bertha von Suttner: At the Cradle of World Peace)
Bertha von Suttner’s hope for the future was not a simple naïve thought; she was not unrealistic about how to achieve peace. She knew that any change would require hard work and dedicated efforts. By utilizing her charisma, talents and resources she took charge of the peace movement. She knew that people needed to contribute, and she felt an individual duty to do so. After the success of Die Waffen Nieder, she developed a monthly peace journal by the same title. When the Hague Peace Conferences occurred, she set up a salon in The Hague. Lobbying and entertaining the delegates in her hotel room, she played an integral role in any positive outcome of the conference. Her visitors included Jacques Novicow, Johann von Bloch, A. H. Fried, W.T. Stead, and Jan ten Kate. She also published a diary from the time period to spread awareness and information about the First Peace Conference in 1899. Additionally, she traveled to the US to help unite the peace movement over there. Most notably, she convinced Alfred Nobel to join the cause for peace and urged him to create the Nobel Peace Prize.
There was push back against Bertha von Suttner, and, in her diary of 1899, she spoke of the press’ mockery and cynicism towards the Peace Conference. Even she was sorely unimpressed with the results. Plus she faced sharp opposition in her native Austria. She understood, however, that this resistance was natural, but it did not undermine her level of effort. Firm in her optimism, her contributions grew despite intense criticism and setbacks. She found the peace movement halfway through her life, but she knew that there was still much that she could and should do. By understanding that it is never too late, she was able to make a monumental impact. Having been the inspiration for the Nobel Peace Prize, she was Alfred Nobel's intended initial recipient. Yet, she was denied the prize, which she needed for her work, until 1905. By overcoming struggles with tenacity and perseverance, she was able to make a global difference.
“Persist, persist, persist and continue to persist.”
Due to the pressure and efforts from the peace movement, the Permanent Court of Arbitration was created. Bertha was a proponent for arbitration as a method of avoiding conflict. She was an idealist who understood that practical structures and institutions are needed to produce peace. Such an outlook is still present in the peace movement today.
“Bertha von Suttner advocated the settlement of international conflicts by arbitration. She favored the solution of disputes by a third party”
-Mr. Steven van Hoogstraten
Bertha also wrote about the development of the individual’s mind as an important component for peace. She knew that education was key to creating peace in the world, and advocated for a life-long education.
“It is already recognized that what lifts men from barbarism to humanity is the work of growing intelligence which awakens the will toward goodness"
-Bertha von Suttner (When Thoughts Will Soar, 225)
Similarly, it can be inferred by her efforts to educate the masses about peace—through her international visits, the publication of Lay Down Your Arms, the release of her diary during the First Hague Peace Conference, and her involvement in various organizations—that she was a proponent for peace education. She viewed peace as the natural state, and asserted that if people used their rationality they would be disgusted by war.
“In her view, Public Opinion was the Real driving force for the actions of the delegates, and therefore an invisible impediment to change.”
–Mr. Steven van Hoogstraten LLM (21 June 2014 Harmannsdorf)
Fittingly, another celebration, to honor her on her death centenary, was the revealing of her bust at the opening of the Peace Museum Vienna. The events to honor Bertha von Suttner as a peace hero reaffirmed her importance in the peace movement. The museum has brought peace education to the back streets of Vienna. Educating tourists about Bertha von Suttner and other peace heroes is to celebrate and honor her legacy.
It was very clear, in Vienna and The Hague, that people from many across the globe celebrate Bertha von Suttner and peace, just as she influenced individuals from around the globe in her lifetime. The events in both cities were truly international in nature. She understood the cosmopolitan nature of peace, as she was responsible for uniting the peace movement across the globe. Her partners in the peace movement were from France, Germany, the Netherlands, Norway, Russia, the United States of America and so forth. Just like the people at the Peace Museum Vienna opening were from Austria, Japan, U.S.A, U.K, Uganda, Spain, Germany, India, and so forth. International institutions in The Hague, like the ICC or ICJ, operate in the quest for peace. Nowadays, the peace movement is still international. To end war, the peace movement needs the unity that Bertha von Suttner procured, and hopefully her legacy will aid in fostering the growth of this movement across the globe as it did in Vienna.
Obviously, while Bertha von Suttner had great success in the peace movement, she did not secure peace in her lifetime. She saw the Boer War in 1899, and shortly after her death, World War I broke out. However, her legacy is contributing to the peace movement, motivating others to create meaningful change. There is inspiration in her example of the individual’s duty to the peace movement and her determination in the face of doubts. Her written works like Lay Down Your Arms or When Thoughts Will Soar still can have powerful effects on those who read them. Her optimistic and pragmatic push for cosmopolitan institutions for the creation of sustainable peace continue to be embraced today. Furthermore, her emphasis on developing the mind throughout life and mobilizing public opinion internationally through peace education is a key part of her legacy. Bertha von Suttner was celebrated, discussed, and taught in honor of her death centenary in Harmannsdorf, at the Peace Museum Vienna Opening events, at a commemorative lecture, and at the Bertha von Suttner Master Class. This is a sign that her legacy may be able to become more commonly known.
4) The Role of Education in Peace
“Inform me, convince me and I will do something great for the peace movement”
- Alfred Nobel (Obtained through the handout “The dialogue between Bertha von Suttner and Alfred Nobel” by Anne Simensen)
As shown in Alfred Nobel’s correspondence with Bertha von Suttner, people must be educated about peace, and, once they understand its necessity for the sake of humanity, they will contribute to the peace movement. In Alfred Nobel’s case his contribution was the establishment of the Nobel Peace Prize. By appealing to public opinion, the course of history was changed. However, if we do not mobilize the masses with education, we cannot expect great strides in the peace movement. Without the proper development of the mind, one can assume that not much can be achieved. However, through education, great change can occur. As discussed in the previous section on Berta von Suttner’s legacy, Bertha von Suttner argued that it was not the delegates at the conferences whose opinions mattered but the collective public opinion of their states. She believed that informing public opinion about peace would be the greatest tool for the peace movement because it was the public's opinion that could so greatly curb their leaders’ actions and national interests. This view of the fundamental requirement for education to develop wholly the individual who will promote the peace movement is affirmed in Article 26 of the UDHR.
“Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.”
I interpret the last sentence of Article 26(b) to mean two things. My first conclusion is that the existence of education and development of the mind will likely result in a better human being who will create a more peaceful world. An alternative, explanation is that individuals have a right to learn specifically about peace and to receive an education targeted at developing their humanity. I think both analyses are correct as both fit in the context of the UDHR and are harmonious assumptions.
Discussed in a previous section about human rights and peace, Charles Malik claimed that we’re losing our humanity. We need documents like the UDHR to understand who we are, but how can we understand our identity and develop into fully whole human beings without an education? To develop our humanity we must be taught about the documents and publications that improve the world and the positive history behind such advances. War will not occur when individuals have restored their humanity because their rational disgust of war and empathy for its victims will act as a heavy deterrent. By developing our humanity we will be working towards peace, but we need education to develop our humanity.
“It is impossible that children whose minds have been fed on distortion shall as men and women see historical events in their just proportions.”
The American School Peace League understood the necessity of educating the public with the celebration of a National Peace Day, publications, essay contests and curricula for students. But not everything children and people are taught is real education that will be conducive with “understanding, tolerance and friendship.” May Wright Sewall warned against textbook and history classes that taught nothing but “arrogant and vain-glorious regard for one’s own country” and distaste for others.
“If the smallest part of the energy spent nowadays for articles and fine speeches in the conferences and peace societies were employed in the schools and among the people for destroying false religion and propagating the true, wars would soon become impossible.”
–Leo Tolstoy to Bertha von Suttner (August 28, 1901)
As noted in the prior section, Bertha von Suttner advocated for lifelong development of the mind and peace education. She agreed with Tolstoy that the power of public opinion is the real source for change. However, if the public is not educated about the normative framework, than public opinion may not be opposed to war and might display ignorance to international law. They may become subject to propaganda for war, as was the case when the United States government pushed public opinion towards joining the First World War. This still occurs nowadays. For example, in the United States, anti-ICC and war propaganda in the post September 11th world swayed the public to follow the narrative of the Bush administration.
“Bolton and other members of the George W. Bush administration also claimed that American soldiers would be in the firing line of ICC prosecution. This was a puzzling allegation since there were layers of protective safeguards in the Rome Statute, providing for consultations and permissions before a case could be triggered.”
(The Sun Climbs Slow, 22)
Likewise, allegations that an individual low ranking soldier would be indicted are not in accordance with the Rome Statue. The ICC only investigates the generals, warlords, commanders and state leaders who send the orders for the crimes to be committed. And most Americans are unaware of safeguards like complementarity, which means that the ICC only has purview if states are unable or unwilling to hold a fair trial. Such misinformation and ignorance could be remedied by educating oneself about the ICC, but, by settling for false propaganda, the public permits progress to be stunted by lies.
National officials and the military, if uneducated about the normative framework, may not act within its confines. Gary Solis now teaches a class on international law to West Point students in the hopes that they will be educated about what constitutes a war crime. Perhaps, knowing the crime can prevent committing the crime, and, although war might still occur, adherence to international law might make the world a little more peaceful. Had Robert Macnamara studied and been educated about international law before Vietnam, he might not have committed such atrocities. Describing Rober Macnamara’s experiences of responsibility for the Vietnam War, Erna Paris says:
“Had he bothered to inform himself about the laws of war, Vietnam might have been a different battlefield.”
(The Sun Climbs Slow, 133)
When there is no education about the normative framework, serious impediments to peace result. So, education for peace is necessary, but it doesn’t have to occur in a classroom. We can see that life experiences can be educational, and no one should ever stop learning because they receive a diploma.
“Education must continue from cradle to the grave.”
When teaching others about peace, a variety of avenues may be utilized. During the peace movement of the late 1800’s and early 1900’s journals, essays, and novels educated the public. Through this education, the peace movement developed its wings. Intellectuals wrote peace literature and the masses read it with growing enthusiasm. Today, peace studies, academic enquiry and publications are still abundant and effective. However, peace education does not require an academic nature. Art can be peace education as well.
“…that where science books need endless pages a poem can show the essence of the subject and meanwhile touch your heart on one piece of paper”
The above quote was in context of Ingrid Rollema’s session “Peace Through Art” for the Bertha Von Suttner Master Class. Ingrid is the artist who made the Bertha von Suttner busts for The Hague Municipality and the Peace Museum Vienna opening. During the session she discussed how art can create a profound reaction in the individual, and is therefore utilized for the peace movement. She used a number of examples like Goya’s The Disasters of War from 1810. “a visual protest against the violence” in Spain in the early 1800’s, it struck a chord with the humanity inside individuals.
“I always have Shakespeare looking over my shoulder when he said at the end we will notice that the artists were the real witnesses of their time.”
A piece of art can be a symbol to provoke meaningful conversation. That was also the case of the Bertha von Suttner busts. We had the privilege of attending the revealing of the Bertha von Suttner bust in Vienna. To see everyone celebrating her through art was in perfect symphony, considering that Bertha was an artist with words, a best-selling novelist. “Lay Down Your Arms” was an international best seller that educated the masses about the need for peace, appealing to their rationality and humanity. A piece of art, the novel acts as a great example of peace education swaying public opinion. In the days after the bust’s revealing, hundreds of tourists and Vienna residents passed through the back street where it was located; the bust stood out. Apparently there were many conversations in the back streets that week about the peace heroes. It is probable some of those conversations were about Bertha. Art can be seen as a very effective mode of peace education.
Numerous works of art that serve a function also appear in the Peace Palace. Besides the abundant number of busts, each ornate gift that resides in the building was presented by a state to symbolize their dedication to peace. Our tour of the peace palace gave us the opportunity to see most of the opulent pieces of art donated to tell the story of peace. In fact the existence of the Peace Palace as a whole acts a symbol, a monument to preserve the memory of the Hague Peace Conferences. These monuments and symbols create opportunities to tell a story of the past, and ignite conversation and enlightenment. Men like Andrew Dickson White, who convinced Carnegie to fund the construction of the Peace Palace understood the importance of education through symbols. He knew how important it was that the people of the future knew about the events that took place in The Hague, clearly demonstrating some understanding of how vital this knowledge was for the future of the peace movement. Nowadays, tourists can see the Peace Palace, and while only some procure tours, there always seem to be individuals in the visitor’s center, learning about its history.
Similarly, we were given the opportunity to hand out peace education materials at a few events; one of these occurrences was the Peace Museum Vienna revealing of the Bertha von Suttner statue. We were able to hand out Bertha von Suttner information and pins attached to a note card with a quote. This created opportunities for discussion, but there is also something inherently interactive about holding a reminder or object of peace in one’s hand.
It is clear that there are people all around the world, dedicated to peace, who understand the necessity of peace education for meaningful and powerful change. Whether they are academics, artists or an ordinary individual, by spreading knowledge and engaging others in positive history, meaningful change can be created. For example in both Vienna and The Hague we went on a Peace Trail, a tour of a city through the lens of peace. In Vienna, this was truly powerful considering that the city has a heavy military history. In The Hague, the places visited were heavily dominated by places of progress, celebration and positive history. Individuals who were peace experts and enthusiasts led both tours. Recognizing the necessity of positive history and peace education, the Peace Trails are a part of Discover Peace, the International Network of Museums for Peace (INMP). These sort of organizations would not be possible without peace experts who understood peace and power of peace education.
“And Whereas, Children throughout the world are taught too much of the history of feuds and massacres, too little of the progress of industrial arts, sciences, and inventions which benefit mankind, and above all, too little of the triumph of humanitarian principles”
– The Universal International Symbol of Peace Resolution by the National Council of Women
Overall, education is vital for peace, and we must continue to foster the growth of the individuals and carry on the stories of our past. Public opinion will be informed by the education received, and, therefore, it is necessary that individuals receive the kind of education that develops their humanity. It is no coincidence that peace experts of the past and present engage in and endorse peace education. While this education may not always come in the traditional form, it can be just as effective at informing the public. Only through learning from positive history and engaging in thought can we restore humanity and rationality in individuals. Sustainable peace relies on the education of every individual.
5) The Most Important Thing that This Journey has Taught Me
“Women must put themselves at peace with themselves before they can bring peace to others”
(Exposition and National Council article; Pro Concordia Labor handout)
My first blog post this summer was about the duty each human being has to the community, as detailed in Article 29 of the UDHR. During last year’s month in The Hague I was struck by the power of the individual, and this was reaffirmed this year. But this year, I discovered that, in addition to the duty one has to the community, there is a duty to develop one's mind. Individuals are all more likely to be successful in their contributions for the cause of peace if they foster their humanity, morality and rationality.
When we discussed peace at the Peace Museum Vienna symposium, there was a question about what peace meant. In addition to the definition of peace on a global level, I was surprised to hear peace mentioned on the individual level. It was said that there is a necessity to establish peace within in oneself in order to establish peace on a larger scale. The passage at the top of this section holds a similar assertion; although I would expand the subject of women to every individual. At the session “Practical Notions of Peace” of the Bertha von Suttner Master Class, peace was considered in a similar manner. During this session we discussed what we were most worried about and meditated in order to achieve inner peace. While, I’m not a meditation enthusiast, the message stuck. I believe that a great deal of this individual peace can be established through developing our own humanity and fostering our minds. However, our society and some of our materialistic values may not seem conducive to this sort of personal growth, just as militarism and false patriotism are incompatible with global peace.
“It is man’s natural tendency to flee his personal responsibility and to seek his rest in the guarantee of external things whether they be his bank account, or his property, or the guarantee of his society or his government.”
In class, we had a few discussions about how important it was to find time to read and study. Although, it can be challenging to devote time towards intellectual pursuits when I am surrounded by distractions. Yet, it's easy to dedicate hours watching TV, enjoying meaningless interactions, or committing other mindless time wasters. Charles Malik might say that desires for “the guarantee for the external things” can overwhelm “the original integrity and freedom of man”. Denying what might seem like instantaneous gratification is necessary for the more rewarding “aha” experience. Plus, the process of utilizing self-control is, in itself, beneficial to one’s personal growth and peace.
Bertha von Suttner: At the Cradle of World Peace, the first book published by the Peace Palace, has a section about Die Waffen Nieder or “Lay Down Your Arms” and its impact on the world. Individuals, who read her novel, became awakened to the Peace Movement. This in turn enabled some individuals to contribute to the Peace Movement, or, at least, permitted a shift in public opinion. It is through reading that one can find enlightenment or learn about the forgotten past, restoring memory, which is often necessary to awaken the human conscience.
The first day we went to the Peace Palace Library, we were permitted into the stacks. There were endless shelves of books, journals, articles and materials that pertained to international law and peace. Curiosity instantly took hold. I was struck to see so many journals and books filled with the thoughts and rationality of those past and present all related to the field. Nobody could ever achieve such a miraculous feat as to read every single work present. Yet, the question remained present in my head: how many facts, memories, events and stories of the human past were sleeping there, unread? By reading, we can recapture some of these last memories and improve our own.
“The forgetfulness of the public is great. What one day brings, the next swallows up again. I know from my own experience how, before I had begun to live for the peace cause, political events, even though they were important, disappeared from my memory with out leaving a trace, if indeed they had attracted my attention at all.”
-Bertha von Suttner (Memoirs, vol 1)
I, admittedly, do not have a great memory, and that was indeed one of my "Virginia Durr Moments" from this class. It is necessary to develop my memory, just like it is necessary for the world to restore the forgotten positive history of its past. We have a duty towards the deserving individuals, who have made contributions of a profound effect to preserve their memory, seek their wisdom and use it to further their legacy. By furthering these memories we can advance the Peace Movement forward. It’s every individual’s duty to help awaken humanity from the sleep of forgetfulness. Yet, I cannot truly contribute if I do not have the memory myself. For the sake of the collective human conscience, we need to remember. By forgetting events or ideas that may not be easy or seem “fun” to remember, I am failing my moral obligation to fully develop my mind and contribute towards the recall of stories and heroes past.
When Bertha von Suttner was confronted with the realities of war, she knew she had to do something about it. Alfred Nobel at first did not identify with the Peace Movement, but when confronted by the facts and the persuasion of Bertha von Suttner, he had to make a choice. There are experiences in life when we are confronted by new information, our own mistakes, or criticism that is challenging, and at those moments a choice has to be made. Fostering one’s mind requires taking advantage of Virginia Durr Moments. The choice of growth can alter an individual's life journey and their impact on the world.
“We are called to hasten the development of a higher and more fortunate type of human being.”
Individuals must develop their minds so that they may be effective and willing contributors to the acquisition of peace. It was said that we must find peace within ourselves to establish peace around the world, but there is a heavy tie between education and peace. Education for the sake of one’s humanity, morality and rationality and not for a letter on a transcript is necessary for enlightenment. Such actions like reading or remembering peace heroes of the past foster the necessary personal development. In addition, life experiences that create moral evolution should not be overlooked. Everyone has choices in life that determine the person that they will become. There is a choice between ignorance and cognizance. I learned, in The Hague, that there is an individual duty to try for the latter.
