CEIN's Statement in support of Nuclear Weapons Ban Treaty

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We, the Creative Educators International Network (CEIN), are concerned about the extreme dangers and costs to human life, all life and our planet that nuclear weapons bring to the world and of the world’s practical, moral and spiritual need to serve life rather than build instruments of death.
We want to build a public platform that links bullying to intimidation at local, national and global levels of society. We believe bullying encourages the idea that some of us can, at any time, eliminate the rest of us. Communities and teachers can connect the microcosm of bullying in front of them to the macrocosm where violence is condoned and accepted as normal and create dialogues that matter. A cause of eliminating even one instance of bullying is a cause towards eliminating nuclear violence as well.

Examples of needless pain and suffering, from nuclear accidents like Fukushima exist around the world where it will be 2000 years before the land heals itself and people can live there again. The creation of nuclear weapons is even worse because these weapons are created in ignorance, anger and with greed. Educators know that the greatest wisdom lies in learning about our interconnections and interdependencies as human beings, along with our interconnection with our natural environment then using this wisdom to build our society. It is not wise to develop ways in which we destroy ourselves. We all can find the dignity within ourselves, contribute to the well-being of others and in this way create the culture of peace we want.

We make this declaration and will build our platform to continue the heritage of Tsunesaburo Makiguchi, founder of value creating education, for all the children of the future.

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CEIN Spring Newsletter
Volume II, Issue 3
April 26, 2017

Costa Rica Conference Here We Come!

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Utube University of Peace

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Check out CEIN's New Website

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August 11, 2016
From Trauma to Drama
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Gerrit Versteeg from the Netherlands teaches Dutch to refugees and their children. He reported to CEIN members about his work in his community with refugee children in a report that was published on June 6, our Nuclear Disarmament Day.

My town of Delft receives many students from war zones who have missed many years of education. The Dutch created International Upgrading Classes for all refugees and I became involved in my community of Delft.

However the children found these classes difficult and they lacked confidence that they could really learn. I, with colleagues, started a special class to provide additional language lessons and social empowerment lessons. These proved difficult too because these children don’t spend time with local peers so their oral language was poor. Dutch children perhaps shy away from mixing with them.

In the first year of this special class their vocabulary grew but their presentation skills did not. We brought in a drama teacher and this led to a clear improvement in the expression and self-confidence of the students. But still the fluency remained below the desired level. In 2016 we decided to focus on their own stories and to give them a way to express themselves. We called it Language Theatre, because we followed the language courses with drama lessons, with the ultimate goal of a theatrical performance with Dutch students.

There were still setbacks – the range of students ran from illiterate to highly educated. This led to serious bullying. The experience of war was clearly apparent in their lives. We organized dialogues and monologues which helped too. We involved the parents but they had limited understanding of the possible career paths for their children and had their own integration problems.

The Drama Presentation
The performance at the end of the school year was attended by family members, school management and the Councilor for Education of the City of Delft. The students themselves had invented the story and selected their own roles in it. The subject was the lack of money for education of refugee students. The girls chose roles as queen, nurse, movie star and dancer, but the boys invariably chose bodyguards. The play was preceded by monologues in which each student was telling his or her own life purpose, through a story or wish for the future.
As the picture shows the project generated visible personal happiness due to better results experienced in the students' personal lives. The lessons were followed by progress into higher education. At the end of the school year they had significantly more respect for the diversity they saw in each other at the level of the individual as well as the group. And there is a lot more confidence that personal or group problems can be solved through dialogue.

The Aspect of Value Creating Education (VCE)
I didn’t introduce VCE education right away, but introduced it in a gradual and natural way, inspired by my friends of CEIN (Creative Educators International Network, Inc.)

Some results, coherent with Tsunesaburo Makiguchi's VCE philosophy:

  1. 1. Good:
The Language Theatre created connections and understanding between fellow students, between different ethnical groups, between teachers and students, between parents and children, between authorities and children.
The language theatre created more autonomous thinking, expressed in the way they turned their own story in a play and choose their own role in it.
The Language Theatre was mentioned in the local press with an article and photo on the front page. One of the organizers, living in Delft, was often stopped on the street by bystanders and recommended with the words: "After so much negative news, we are happy to have positive news on refugees!"

  1. 2. Benefit:
- To create their own network in the society and township, through role models.
- The feeling of happiness, accomplishment and satisfaction the students felt after performing their own play.

  1. 3. Beauty:
- To turn problems into stories with the message of the importance of education
- To reconnect with their own culture as they danced the music of their own country
- To connect their own culture with the culture of their new homeland.

In short: recovery of human connections and trust after traumatic experiences in the war.

Goals for next school year:
- More involvement of Dutch students
- Performance at the town hall of Delft
- More and deeper interaction of teacher and student.
- Discovery of students' unique talents

Makiguchi’s birthday, June 6, Nuclear Disarmament Day celebration couldn’t be more meaningful for me!

Gerrit Versteeg, CEIN Educator, Netherlands

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Creative Educators International Network

Newsletter Volume XII, Issue 5

March 2015

A Dialogue to Open Human Potential

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Hello everyone!

This newsletter will be the last one to our entire list of CEIN watchers and readers who have been getting our newsletter, some of you for ten years! We are dividing our newsletters into two. Some of you are official members and we want to give you the support you want as you initiate our programs in classes and communities in different places in the world. Many of you are readers and for you we will be sending out a different newsletter, one that updates you on what we are doing. You are welcome to contribute to this as well of course! Stay tuned for this!

Spring Forums: We will be using the email list for the Spring Forums. This next one is coming up in May or June. It will be for 3 weeks and we will again study the 2015 Peace Proposal and its applications for us professionally as well as share experiences from our Hiroshima Conference.

Membership Updates: We now have 21 members. Some are in each of our programs – International Peace Education, Value Creating Education and Sustainable Community Education. We have members now in Asia, U.S., Brazil and Europe.

Hiroshima Conference Update: Our theme is Hiroshima Conference April 1-5, 2015 is “Empowering the Dignity of Life for a Sustainable, Peaceful World” We have CEIN presentations on our theme and program workshops. We also have guest presentations from peace NGOs in Hiroshima and from SUJ.

Soka University of America Update: SUA has asked us to distribute their call for applicants for their new MA program. I wish I could go!!

Master of Arts in Educational Leadership and Societal Change: Deadline is April 1st for application for the 2017 class
Soka University of America’s Master of Arts program in Educational Leadership and Societal Change is a two-year full-time program designed to provide students with the foundational knowledge and skills to become transformational leaders in any field where education plays a central role. “This program,” declares Program Director John Heffron, Ph.D., “opens a door to students worldwide who seek to understand the principles of humanistic education and their application to solving the pressing problems of our global society.”
Thanks so much for your readership! Constance Haig will now be contacting you with updates. If ever you want to join CEIN, please contact Stephanie Tansey at the email below or Fatima deOliveira and we will glad to have you with us!
* * * * * *
The CREATIVE EDUCATORS INTERNATIONAL NETWORK, Inc. (CEIN) is a nonprofit organization dedicated to creating the path toward a United Nations of Education. Educators who want to teach using the Value Creating Education philosophy are welcome to join. As practitioner-educators, we want to deepen our wisdom, compassion, and courage, and so influence our local communities and together, the global community. United in global solidarity we can collaborate on an education that is right for all. The foundation must be a world without nuclear weapons. The first step is to determine to be part of the global will to eliminate nuclear weapons. The next step is to educate, formally and informally, to promote lifelong sustainable lifestyles and reconnect human beings to nature. These two steps can open the potential for many kinds of diverse peoples, histories, and cultures to live in harmony and to prosper. If you want to receive updates, or would like to be removed from this mailing list, please contact us at cein2030@gmail.com.

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Newsletter Volume XII, Issue 4

December 2014

A Dialogue to Open Human Potential

Table of Contents:
The November 1-16, 2014 CEIN Two-Week Wiki Forum
The November 16 and November 22, 2014, Skype Calls
Update on the April 1-5, 2015, CEIN Conference in Hiroshima, Japan: “Empowering the Dignity of Life for a Sustainable, Peaceful World”
Portuguese Newsletter will be posted soon. Please note that as we get closer to April changes will continue to be made.
1. The November 1-16, 2014, CEIN Two-Week Wiki Forum. Visit https://ceinforum2014.wikispaces.com to review the two-week discussion among all CEIN members on the subject of “Value Creating Humanism, Building Community as Educators, and Our 2015 Hiroshima Conference: How do we help create the voice of ordinary people and abolish the need for nuclear weapons?” (Note that the tentative conference schedule presented here has been updated as appears below.) The forum ran from Saturday, November 1 through Sunday, November 16.During the first week the Hiroshima Conference was introduced, and support was sought from new CEIN members and other participants to thresh out the presentations to be made at the April 2015 conference. The second week introduced the Sustainability Tool and applications for the classroom.
2. The November 16 and November 22, 2014, Skype Calls. On the last day of the forum CEIN members participated in our first Skype online meeting to discuss what the title of the conference should be. There were a lot of good ideas and inspiring exchanges but no real conclusion within the one hour time limit. A week later, the CEIN directors met to conclude the titling of this first CEIN conference, which is set for April 1-April 5, 2015, in Hiroshima, Japan. “Empowering the Dignity of Life for a Sustainable, Peaceful World” was voted on and approved.” The many good ideas from the forum and the Skype call are now parts of the program. Thanks for helping make this conference a profound and historic event.
Presentations and workshops will reference what CEIN does but also develop ourselves as a learning partnership and network – always learning ourselves and empowering students and communities too. Each will bear a title that relates to the overview conference title and takes off from some part of it to explore an area in detail. In this way we can advance our goal of CEIN of building a sustainable community education that lead to a United Nations of Education.
3. Update on conference schedule with explanations of speakers and presentations and thanks everyone for making this conference happen!

Empowering the Dignity of Life for a Sustainable, Peaceful World
March 30: Planning team arrivals; stay at hotel near Peace Memorial or at Youth Center if available.
April 1: Participants arrive in Hiroshima; check-in starting at 3 p.m. at the Hiroshima International Youth House
which is close to Hiroshima Peace Memorial Park; welcome room set up in Room B (see guide) with materials and schedule handed out. Individual visits to Hiroshima Castle, hibaku jumoku (survivor tree), Shukkeien Garden and other points of interest in the vicinity. Individual lunch and dinner.
Board Meeting

April 2: 9 to 11 a.m. Welcome and Conference Theme from CEIN President Stephanie Tansey and introduction of our speaker, Peter Goldsbury, PhD, professor emeritus of Hiroshima City University, and board director with the Hiroshima Peace Culture Foundation. Professor Goldsbury will address from his experience in Hiroshima the question, "What does a Sustainable Community mean to me?" followed by Q&A and dialogue; 1 to 5 p.m., field trip to the Hiroshima Peace Memorial and Museum, including the International Peace Garden.
At 7 p.m., CEIN's International Peace Program Dialogue Workshop on Human Rights and the Dignity of Human Life, by Marcos dos Santos, Brazil. Individual lunch and dinner.

April 3: 9 to 11:30 a.m., Value Creating Gardening Presentation and Workshop. Speaker: Tomoko Watanabe, founder of Hiroshima Green Legacy and ANT-Hiroshima. These two NGOs, working in collaboration with the United Nations Institute for Training and Research, arrange for seedlings from hibaku trees that survived the atomic bombing of Hiroshima to be shared with communities around the world. At 10 a.m, after Ms. Watanabe's presentation, Constance Haig,Vice President CEIN, Inc., & U.S.,Chair of the Gardening Program, and Fatima de Oliveira, CEIN U.S. Director will present CEIN's gardening program
"Gardening as - An Exploration of a Value Based Interconnected Life", and coordinate the hands-on experience of creating individual miniature sacred gardens.

From 1 to 3 p.m., What is Value-Creating Education in CEIN and How Do We Empower Students? by Stephanie Tansey
and discussion; 3 to 5 p.m. free time for exercise, reflection and dialogue.
7 p.m. - CEIN's International Peace EducationProgram (IPEP) workshop, Empowering Ourselves as Global Citizens. Exploration of literature in this field by Terry Ellis, U.S., chair of IP
EP, followed by interactive sharing of our values as educators, to recognize our diversity and identify areas of consensus. Individual lunch & dinner.

April 4: 9-11:00 a.m. Non-Duality of Self and Environment, with Anne Pene-Annette, Ph.D., France, CEIN Europe director. 12:30 to 2:30 p.m.Sustainable Communities Education Program and the CEIN Sustainability Tool: 9 to11:30 a.m. Introduction by Patricia Dupin, PhD.,SCE chair of CEIN's Sustainable Communities Program;Lidia Wasik, Brazil and Stephanie Tansey, with Q&A and discussion;
1 to 3 p.m. Workshop, Whys and Hows of a U.N. of Education with Michel Nader, CEIN Brazil director.
2:30 to 4:30 p.m. Michel Nader p.m. Hows and Whys of a United Nations of Education

Individual lunch. 7:00 pm CEIN
Banquet included with registration fee

Individual lunch. 7:00 pm CEIN
Banquet included with registration fee
7:30 p.m. Application of the Sustainability Tool: Next Steps for CEIN, first session. Individual lunch from 11:30 a.m. to 1 p.m. CEIN Banquet in Room A, 5 - 7 p.m., included with registration fee.
April 5: Community Studies in Hiroshima, 9 a.m. to 2 p.m. meeting with local residents of Hiroshima involved in the work to build Hiroshima as a "Model City of International Peace.” 3 to 5 p.m.
CEIN Sustainable Communities Workshop: Non-Duality of Self and Environment, with Anne Pene-Annette, Ph.D., France, CEIN Europe director. 7 p.m.,Final Session: AA
pplication of Sustainability Tool Workshop for Empowering Communities: Next Steps for CEIN, Session 2 by Conference Participants lead by Pat Dupin and Lidia Wasik. 5:30 to 630 p.m. dinner. 7:00 p.m.
Individual Lunch and Dinner. Results of Application of the Sustainability Tool Workshop and discussion on applications for empowering community in classrooms - sharing and discussion.
Individual lunch
and dinner.

April 6: Wrap up. Check out at 10 a.m. and departures from Hiroshima International Youth House.
* * * * * *
The CREATIVE EDUCATORS INTERNATIONAL NETWORK, Inc. (CEIN) is a nonprofit organization dedicated to creating the path toward a United Nations of Education. Educators who want to teach using the Value Creating Education philosophy are welcome to join. As practitioner-educators, we want to deepen our wisdom, compassion, and courage, and so influence our local communities and together, the global community. United in global solidarity we can collaborate on an education that is right for all. The foundation must be a world without nuclear weapons. The first step is to determine to be part of the global will to eliminate nuclear weapons. The next step is to educate, formally and informally, to promote lifelong sustainable lifestyles and reconnect human beings to nature. These two steps can open the potential for many kinds of diverse peoples, histories, and cultures to live in harmony and to prosper. If you want to participate, or would like to be removed from this mailing list, please contact us at cein2030@gmail.com.

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Creative Educators International Network, Inc.
Volume XII, Issue 2
A Dialogue to Open Human Potential

2nd Year Anniversary Edition
Two years and we are so much stronger!
Thanks everyone for being part of us!

2015 Educators Conference in Hiroshima
Spring Forum Highlights: What should Sustainable Community Education be?
Membership Program

2015 Educators Conference in Hiroshima
In his peace proposals, Dr. Daisaku Ikeda has been discussing the importance of building the will, especially of youth, toward 2015, when the next Review Committee meeting is scheduled for the Nuclear Nonproliferation Treaty (NPT). Many countries and NGOs now believe that the best way to prevent proliferation of these weapons of mass destruction is to ban them outright by ratifying the Nuclear Weapons Convention (NWC). This convention was originally submitted to the U.N. for discussion in 1997, and continues to be a topic of discussion at the Review Committee meetings every five years. For additional information, visit http://www.nti.org/treaties-and-regimes/proposed-nuclear-weapons-convention-nwc/ .

With this in mind CEIN members have been working to advance education for peace, human rights, and sustainability, and are now preparing our long-awaited conference in Hiroshima in 2015. The conference will take place from April 1 to April 5 at the Hiroshima International Youth Center, a facility that was designed to host seminars on peace, especially for youth. The conference planning committee has reserved a block of rooms for a group of 20 active CEIN members, and are planning a unique program that will include a tour of the Hiroshima Peace Memorial and Museum, as well as a Makiguchi-inspired "community studies" day with local residents. In lectures and workshops, we will share resources and experiences of CEIN members from around the world, and learn from local experts on disarmament and peace studies.

For more information, please contact your country directors:
Stephanie Tansey for Asia <sbtansey@yahoo.com> , Michel Nader in Brazil <michelnader750@hotmail.com>, Anne Pene-Annette for Europe <apannette@hotmail.com>, Fatima de Oliveira in the U.S.A. <fatima_deoliveira@yahoo.com>

Spring Forum Highlights
The 2014 Peace Proposal is such a support for what CEIN is building. He talks about the vital importance of the community in building a sustainable city and global solidarity for a nuclear weapon-free, just, sustainable and global community. He advocates the need for people to become resilient inside, so that when crisis strikes, we can be resilient, survive and thrive despite the growing problems around us. We can also be there for our students, schools, and neighbors, too. Also Mr. Ikeda, in his great compassion to help every single human being on this planet, teaches us everyone who reads this proposal how to become a value-creating educator: give hope to others, help people resolve problems together, and work to bring out the best in everyone. How cool is that!!!

We also looked at what CEIN means by studying Tsunesaburo Makiguchi and his Education for Creative Living (p 31). He says a school can be considered a society or community which is part of a city or part of a nation. A group of people can exists with common ethics or heritage and be called a society. But there are the following conditions in all societies:

1. A society consists of various individuals, similar to living organisms, which consist of individual cells.

2. A common purpose - conscious or unconscious - is held by all those individuals.

3. Members of that society share a spiritual bond or interaction over some period of time, analogous to the relationship between the cells that constitute a living organism.

4. All of the individuals assemble and share experiences together in a prescribed place.

5. All of the individuals link together to form an organization, as parts of living organisms unite to form an entire body.

6. Each member shares duties necessary for the continued activity of the group, similar to the functioning of organs in a living body.

We began to create a toolkit for our Sustainable Community Education program. Here are some of our ideas:
  • Helping people in your neighborhood
  • Helping students and teachers at school
  • A teacher who teaches from the heart means to help others become resilient and live sustainably too.
  • Becoming resilient is a way to fight against the Eight Winds that seek to confuse and lead us astray.
  • Create a dance mandala demonstrating our personal symbiotic relationship with nature.
  • Be an empathic ear.
  • Become a pillar in your neighborhood
  • Never forget the human race and the planet are in peril, but create hope wherever you go.
  • Add our own voice to whatever is being done to restore the community of life.
  • Create your own kind of Vernon Community Network, like Fatima’s husband, Alan. www.vernon-ct.gov/files/youthservices/2 ... re2013.pdf
  • Be agents of actual change
  • Become an “everyhuman” someone who is a living example of what communities can achieve
  • Honor the ordinary people in your community the most
  • Help create communities that can work together to build deeper dialogue, sustainability and resilience
  • Help people become less "tribe-conscious" and more "human-conscious" in their thinking.
  • Deepen the trust in the community

New Membership Program Tentatively Set to Open August 25!
We are looking for members who enjoy the thrill of building peace in their community, right where they are. Being part of a network of educators from around the world developing human solidarity where they are but also interconnecting with the global international community by supporting the United Nations efforts to create the world we want. At the same time, we want to support you and your full potential as an educator. We believe you have a gift to give the world and we want to help you share it. We want to find where the needs of the world and your gift as an educator, fit together, and transformation begins. We will send out an announcement to you about this opening so watch for it!

To join, you fill out an application that shows us what and where you teach or work in educating, so we begin to understand your situation and how to help you use our programs to build community. Your country director will help you do this and then pay annual dues. Our Orientation Program will be on our website and includes a New Members Library and counseling. This is so you get to know what we do, what our goals are and how your goals can fit into ours.

  1. Full Member US$25.00 per year. Full Members receive a CEIN Calendar and gain access to our wiki and website, and may attend conferences and other CEIN activities.
  2. Student Member US$10.00 per year. Student Members receive the same benefits as Full Members. A student may be any age; proof of school enrollment must be presented; parental permission as needed.
  3. Internship Member No dues for one year. Benefits and access determined by their CD. To remain a member must join after one year and pay dues.

Questions? Ideas? For more information, please contact your country directors as well (see above contact info.)

The CREATIVE EDUCATORS INTERNATIONAL NETWORK, Inc. (CEIN) is a non-profit organization dedicated to creating the path toward a United Nations of Education. Educators who teach using the Value Creating Education philosophy are welcome to join. As practioner-educators, we want to deepen our wisdom, compassion, and courage, and so influence our local communities and together, the global community. United in global solidarity we can collaborate on an education that is right for all. The foundation must be a world without nuclear weapons. The first step is to determine to be part of the global will to eliminate nuclear weapons. The next step is to educate, formally and informally, to promote lifelong sustainable lifestyles and reconnect human beings to nature. These two steps can open the potential for many kinds of diverse peoples, histories, and cultures to live in harmony and to prosper. If you want to participate, or would like to be removed from this mailing list, please contact us at cein2030@gmail.com.

Creative Educators International Network
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Volume XII, Issue 1

A Dialogue to Open Human Potential

February 2014 Board Meeting Highlights
New U.S. Director
IRS Application Teams
Possible 2015 Hiroshima Educators Conference One Great Way You Can Contribute to Nuclear Abolition!

CEIN Board of Directors met for the week of February 27 – March 1. It takes us a week to have our meeting because we all live in different parts of the world and varying time zones. Here is what we discussed of importance to you:

Membership Program: By summer CEIN will have a Membership Program and you will be formally invited to become members. Of course you are already considered members of CEIN, that's why we send the newsletter to you. However, strictly speaking, members of the NGO need to formally agree to be part of our NGO so in July we will present our program to you and you can sign up. If you are interested in getting further information about this program or have suggestions, please contact us at cein2030@gmail.com.

New U.S. Director: Fatima deOliveira was elected U.S. Director! Congratulations Fa!! We are sorry to see Dave Koranda retire from his U.S. Directorship and have great appreciation for all he has contributed to CEIN in this capacity.

IRS and CEIN: This year we apply for tax-exempt status with the IRS. The application will take us all year to complete. In the end, however, we will become an organization that can meet our goals and the needs of the world. Teams have been set up to improve every aspect of CEIN. Soon you will see five-year plans for our each of our programs. How we plan to grow country-level activities. We are looking for volunteers who can help us build!

CEIN Central will be where we continue to develop our international outreach to the UN system as a member of their Civil Society Network; strengthening our relationship particularly with UNESCO; contributing to the worldwide Sustainable Development Goals; and collaborating with the People’s Decade for Nuclear Abolition movement. Value-Creating Education brings people hope, helps people work together to resolve problems, and brings out the best in everyone.

We are truly entering a new era for CEIN. We want to work in our communities, nationally, and internationally as Value-Creating educators. We hope you will consider becoming formal members, and work with us, share your wisdom with us, so we can help the world, as educators, become a just, sustainable and peaceful human community. You can start with the people around you.

We will also be creating, step by step, products you can use in your profession and your community: Professional conferences and activities, collections of experiences by value creating educators, gardening books and toolkits that couple value creating education with gardening, classes in disarmament education, and a sustainable community measurement tool. Our library will be able to host our online classes and forums and possess Library 2.0 capacity. Our Teaching Mandala is now in English and Portuguese, but we hope to see Teaching Mandalas in every country, as more and more schools, universities and communities respect the importance of education that creates change for the better.

2015 Educators Conference in Hiroshima: Educators create the future so we have an important role to play in helping the right future happen. CEINis considering having a conference open to all educators, in solidarity with the Nuclear Weapons Abolition movement, to strengthen the voice of the people in our communities. Many of us are already engaging our schools, friends and communities and teaching them about the dangers of nuclear weapons and how to create the hope for a culture of peace. We will send out more information as soon as this is definite.

A Great Way You Can Contribute to Nuclear Abolition! The People’s Decade for Nuclear Abolition www.peoplesdecade.org is gathering signature for a new petition to demonstrate people’s solidarity toward nuclear abolition. If you agree, please go to their site and sign the petition.The CREATIVE EDUCATORS INTERNATIONAL NETWORK, Inc., is a non-profit organization dedicated to creating the path towards a United Nations of Education. Educators who teach using the Value Creating Education philosophy are welcome to join us. As practioner-educators, we want to deepen our wisdom, compassion and courage, and so influence our local communities and together, the global community. United in global solidarity we can collaborate on an education that is right for all. The foundation must be a world without nuclear weapons. The first step is to determine to be part of the global will that we need to encourage to eliminate nuclear weapons. The next step is to teach education, formal and informal, that promotes lifelong sustainable lifestyles and reconnects human beings to nature. These two steps can open the potential for many kinds of diverse peoples, histories and cultures, to live in harmony and to prosper. If you want to participate, or would like to be removed from this mailing list, please contact us at cein2030@gmail.com.
Stephanie B. TanseyCreative Educators International Network
Beijing: 15311301488

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Volume XI, Issue 4

A Dialogue to Open Human Potential
2013 Fall Forum
ENGLISH – AND Portuguese as possible

Sunday, November 10 – Saturday, December 7.

Our Theme: How DO We Create the Global Will to Abolish Nuclear Weapons?

The quote: "The world's people to clearly manifest their will for the outlawing of nuclear weapons and to establish, by the year 2015, the international norm that will serve as the foundation for a Nuclear Weapons Convention (NWC).”

Week One, Sunday, November 10: Catching Up and Creating a Self-Education Dialogue around talking to people about nuclear disarmament.

Week Two, Sunday, November 17: What is “the people’s will?” How to we encourage strengthening this will?

Week Three, Sunday, November 24: Disarmament and the road to a UN of Education. Let's take what we've said and see how we deepen this will today. How do we make this will part of a sustainable lifestyle for citizens of the world? How do we create as part of what is taught in an UN of Education?

Week Four, Saturday, December 7: Practical applications in our own community. – let’s create an Abolition Mandala around what each of us, in our own communities or classes, can plan to do or are doing to help the people's will become clear by 2015. Use poetry, art, photos, and articles, activities for communities or students.

To read what each participant said week by week download 2013 Fall Forum Document.

The CREATIVE EDUCATION INTERNATIONAL NETWORK, Inc., is a non-profit organization dedicated to inspiring educators who are implementing Value Creating Education in different ways. Through deepening our own understanding and compassion, we are determined to lay the foundation and construction of a United Nations of Education. This foundation is being built through our efforts to build global solidarity towards global nuclear disarmament today. This is how we can open the potential of all people to live in harmony. If you want to participate in any of our programs, please contact us at cein2030@gmail.com. We are eager to work together with you!

Creative Educators International Network

Volume XI, Issue 3

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A Dialogue to Open Human Potential
News from the Board
New Staff Appointment: Vice President
5-Year Plans Set for Our Programs
Membership Program in Development

News from the Board
The Board of the Directors met from July 19 – 29th. The important items on the agenda were the appointment of Vice President; development of goals for our three programs which is the starting place for an overall financial plan; creating a membership program to grow community members who want to participate in CEIN’s outreach to local communities and the international community; and more clarification and understanding of CEIN’s dedication to pave the way to a UN of Education through awakening ordinary people to global solidarity towards nuclear disarmament and Value Creation based education.

New Vice President!
Constance Haig was unanimously elected Vice President. Constance has been deeply involved with CEIN since 2005, in the planning of forums and events, in the development of online sites – our old blog, our old website, our wikis, and instrumental in creation of our Teaching Mandala which is on the People’s Decade website. (http://www.peoplesdecade.org/do/tools/). Congratulations Constance and thanks for your dedication and support.

Goals Set by Our Three Programs
Disarmament Committee: We have added two members to our committee: Marcos Roberto dos Santos from Brazil, who brings a focus on human rights, and Priscilla Coehlo, a Brazilian educator studying in London. The committee also includes Michel Nader, CEIN director for Brazil, and Terry Ellis, Disarmament Committee Director. In July, we launched the first CEIN Collaborative Workshop online, with 10 educators from the United States, Brazil, France, the Netherlands and the United Kingdom. Together we are deepening our study and application of education for peace, human rights and sustainability in the classroom. On Sept. 21, International Day of Peace, we reached our first milestone with a conference call to share our progress on education for peace. From this first step, we move forward, with our sites on two other United Nations celebrations: Human Rights Day on Dec. 10 and Earth Day on April 22. SGI President Ikeda in his 2011 Peace Proposal wrote that by combining the efforts of those working for peace, human rights and sustainability; we will strengthen the movement toward a Nuclear Abolition Convention in 2015. Our goal for the 2014-2015 academic year is to add a second workshop and seek out educators from Africa and Asia to participate.

Library Committee: Our library’s purpose is to "Disseminate and share information to support cooperation between educators around the world to construct the global solidarity around a United Nations of Education.” Right now we have a small library at CEIN (https://cein-library.wikispaces.com/home.) There was a lot of deliberation by the Board about how to develop the library. We concluded that we can start with a redo of the existing Wiki Library over the next six months so you can use it and upload your contributions. We want everyone to be using the library because this will help us to build inter-activeness with each other allowing everyone to participate. Jill and Constance will work on the reorganization. Then Jill and Lydia can work on the Portuguese and French versions. At the same time we want to move to a 2.0 library that is both interactive but can also house webinars and online classrooms. We want people to be able to download our booklets, tools and publications from our programs and initiatives. We also want to publish YOUR work. We hope that YOU will want to give online classes and webinars too. So Flavor and I will work on this part of the library. These are our first steps towards constructing the global solidarity towards a UN of Education.
Disarmament Gardening Committee: Fatima, and Constance have created a 5-year plan. We will complete our translation into English in 2013 of the Makiguchi in Action Gardening Booklet we received when we visited Brazil. In 2014 we hope to get permission from Brazilian Educators to publish this booklet in English for use in our local school libraries. We plan to donate all of what we publish to our local libraries/school libraries and offer at the same time, book talks and workshops explaining how to garden for peace using this booklet. We also plan to create our own lesson plans based on the MIA Gardening Booklet, post these plans and the booklet in the CEIN Wiki Library for YOUR use. We hope eventually that the educators in local schools will also choose to use this booklet in their educational plans.
We will begin research on the development of Sacred Gardens – and - Container Gardens, which will be examples of the power of gardening for peace. We plan to write another CEIN Gardening book which will show how to create Sacred Gardens/Container Gardens. The Gardening Committee plans to create lesson plans for any age based upon the book and post them in the wiki library. We may also create Sacred/Peace Garden Kits as teaching tools, and offer them to our local libraries, school libraries and local gardening clubs.Should you wish to be involved in any of these activities please contact Constance Haig at email at constancehaig@gmail.com or Fatima at Fatima_deoliveira@yahoo.com. Gardens.

Membership Program in Development
Since CEIN began in 2003 our membership has grown. Our mailing list is over 200 and from many countries. Our intent, though, has been for several years, to stay small and study deeply and in this way influence our communities. In 2009 Daisaku Ikeda, our mentor in Value Creating Education, came out with a proposal to eliminate nuclear weapons. CEIN decided to use this campaign as the foundation for everything we want to do. Now that we are an NGO we need to better define what we do, so the world has a better understanding of how we help and what we do. Right now, according to our bylaws, formally we have 9 members – 7 board members and 2 staff members. We, of course, want to expand this membership but need to create a program to do this. So for now, the board has decided to stop new membership for one year (until July 2014) while we create our membership program. You will be receiving email questionnaires as we formulate ideas and then ask you what you think. If you are on the current mailing list and wish to join one of the committees please do so. We appreciate your patience. Stay tuned!

The CREATIVE EDUCATORS INTERNATIONAL NETWORK, Inc. is a non-profit organization dedicated to creating the path towards a United Nations of Education. Educators who teach using the Value Creating Education philosophy are welcome to join us. As practioner-educators, we want to deepen our wisdom, compassion and courage, and so influence our local communities and together, the global community. United in global solidarity we can collaborate on an education that is right for all. The foundation must be a world without nuclear weapons. The first step is to determine to be part of the global will to eliminate nuclear disarmament. The next step is to teach education, formal and informal, that promotes lifelong sustainable lifestyles and reconnects human beings to nature. These two steps can open the potential for many kinds of diverse peoples, histories and cultures, to live in harmony and to prosper. If you want to participate, or would like to be removed from this mailing list, please contact us at cein2030@gmail.com

Creative Educators International Network
cein logo inc..JPGVolume XI, Issue 2

A Dialogue to Open Human Potential

Daimoku for Disarmament
Thank You Volunteers!
Spring Forum Report
Soka Educator’s Experience

Daimoku for Disarmament
On June 6, 2013 CEIN held a worldwide Daimoku for Disarmament activity. 41 members chanted in solidarity for a world without nuclear weapons. CEIN community members chanted in Brazil, U.S., France, U.K., the Netherlands, Venezuela, Japan, China, Korea, Singapore, and Nigeria!Many said they were honored to be a part of this.
The idea for this started in 2011 when Anne Pene-Annette recommended that we have a way to deepen and unify our determination to create the global solidarity towards the 2015 goal Daisaku Ikeda has set for having a Nuclear Weapons Convention to begin eliminating such weapons from the planet. Daimoku is shifting human civilization at the human scale – using our own lives! And guess what? A report was sent to Mr. Ikeda and he sent back a message that he received it. Yay! Now people are asking us to set another date. What do you think?

Thank you volunteers!
CEIN wants to give Marcos Roberto, Jillian Rees, Regina Teixeira, Gerrit Versteeg, Arjan Aanen, Flavio Oliveira, Cristina Moraes and Barbara Thornton-Lewis a big hug for your help!

Spring Forum: CEIN Community Members Creating a World Without Nuclear Weapons

Dave Koranda: Student Optimism About Nuclear Abolition Growing
In 2009, when Daisaku Ikeda first came out with his Proposal towards Nuclear Disarmament,
CEIN had a wiki forum on the proposal but it was difficult for people to get their heads around how support this proposal in their classrooms.

Dave Koranda, at that time, came up with an idea. He teaches a communications class at the University of Oregon and began a class, Curiosity for Strategists, and presented Ikeda's proposal to them. In 2009 none of the students believed nuclear disarmament would ever be possible.

Now it is 2013 Dave has continued to teach this course. He has had to add multiple classes of this course because it has become so popular. “For the second term in a row,” he writes, “when I asked students if they thought getting rid of nuclear weapons in the world was possible, the vast majority said, yes. When I asked that question previously the reply was an overwhelming no, we cannot get rid of them. The students this term had some excellent and practical suggestions. They understand more about President Ikeda’s proposal and they will think about the issue for the rest of their lives. One class at a time.”

Is possible
Education can ensure it.”

Terry Ellis, U.S. : Empowering Youth to Embrace Life and Its Environment

Terry was selected as Teacher of the Year in May for her work with students in gardening, birding, and discovery-based outdoor learning. She had been working with the director in his classroom for the past five years, introducing 9 to 12 year-old students conflict and peacebuilding skills, and leading community projects related to peace and sustainability. Last year she introduced students for the first time directly to the topic of nuclear disarmament, and helped them connect with a local mayor who joined Mayors for Peace in their campaign for nuclear abolition. Working now with 6 to 9 year olds, she realized that a different approach was needed. She discovered that the central question Sensei has posed, “What is life?” could move students not only to learning about the natural world, but also to respect for life and human rights, which are the foundations for nuclear abolition. Even she was surprised by the results. “When I introduced students to the atomic structure of elements using a board that Harvey (her principal) developed, they quickly discovered on their own the elements used in atomic bombs, and commented to me on this. For Valentine's Day, I had shared the story of Sadako and the Thousand Cranes, using the beautiful storyboard cards that were developed at Stanford University, and they remembered the idea of radiation sickness.”

This year she continued to do person-to-person work with the children, helping them resolve their conflicts and work to understand their differences. But the underlying focus of study on life and its environment has added a new dimension, grounded in the universe. There is no conflict between science and Buddhism. Even children, who were repulsed or indifferent in the beginning, now bring in for investigation in the classroom everything from flowers and rocks to dead insects, feathers or snake skins, which they find on the playground and in their backyards or neighborhoods.

“What I have understood once again is that a child's natural curiosity can lead him or her to understand what it is we must value and protect. I have been revitalized by this ‘experiment’ and really appreciate that I have been able to experience these words from President Ikeda’s 2012 Peace Proposal: More than anything, it is vital that our lives in this moment be filled with the warmth of hope. For then each step we take to make the world a better place will, as Goethe urged, ‘be itself a goal and a step.’ "

Soka Educator’s Experience by Robin Griffith

Forging Bonds of Friendship with our Local Communities
I have been teaching at the The Regent School in Abuja, Nigeria since August 2011. The school I teach in is for children of wealthy parents, many of who hold positions of power in the government and society as well as the children of ex-pats who work in the embassy and international business community. They are, therefore, very privileged and the school has excellent facilities, compared with local government schools. I teach Year 4 children (8/9 year olds). There are about twenty children per classroom at the Regent School and we deliver the British curriculum.

During my first two terms, at weekends, I’d spend time visiting local villages, and saw the huge disparity between the wealthy minority and the poor majority. I’d chant about what I could do to enable the children I teach to become more conscious of this growing disparity. Some years before, I’d read guidance of Daisaku Ikeda’s about being a “bridge-builder.” This really struck a chord with me, and I began to seek opportunities to become “a Bridgebuilder.”

In Term 2 of that first year, Year 4 classes have a Geography unit entitled “Village Settlements.” This gives students the opportunity to visit a local settlement close to our school. I explored our neighborhood, with another colleague, to find a suitable venue for our visit that included a school. We have three Year 4 classes, so the visits were organised on three consecutive days. I chanted to be ‘a Bridgebuilder.” The visits were a great success and stimulated much debate and discussion amongst our students, all of whom were shocked and surprised at the fact there were sometimes as many as 60 children in a class compared to our 20!

After the visit to the school, our classes went to the local village, where we saw women carrying back heavy water containers on their heads from a local stream which they then had to boil to use. This proved to be a great talking point for our students. We had discussions with our children to find out if there was anything that we could do, as a school community, to help the people in the village.
A student in my class told me that her family runs an educational charity and she gave me their website to investigate. I invited her mother to come into our class to talk about the work that the charity does. In the meantime, I chanted to see how I could bring everyone together in a way that would be mutually beneficial and sustainable for both school communities. I submitted a proposal to our head teacher and the owners of our school. I suggested that we establish a formal link between our school and a village school. I also asked the charity for help. Most of these debates and ideas took place in the final term of that academic year, and subject to the Charity’s Board, the Charity agreed that they would support the local school.

On returning to my school for my second year, I was pleased to hear that the Charity’s Board had agreed to release funds that to build three nursery classes and to improve some of their existing buildings. The owners of our school were keen to involve our PTA, so I started to attend PTA meetings. The PTA then supplied chairs, tables and fans for the three new classes. Furthermore, a book appeal was launched in our school, and we were able to collect as many as 1000 books towards a new library for their school.

Last year’s Year 4 classes are now in Year 5. All of them visited the school that we were now formally linked with. The Year 5’s visited this local school and participated in their lessons. On returning home from the visit to the local school, one of our students told his mother all about the local school. She now wants to be part of our project to improve the local school. By way of a thank-you, our school invited about 45 of their children to a ‘Fun Picnic’ where we put on a number of activities such as sack, obstacle and egg and spoon races with Bouncy Castles etc. Our PTA provided all the food and it really was a fun day!

This whole experience is on-going and forever evolving. The main benefit for our children is that they have become increasingly more aware of divide between the “haves and the have-nots.” I am also trying to involve our Secondary students to make the establishment of the new library a community project for them. This will hopefully ensure the sustainability and continuity of the project. It is also important that other members of staff come on board to keep the whole thing going, so when I leave it will continue. I don’t want it to be something that has just flared up for it to die down again in the future. It has to be sustainable and mutually beneficial for both communities.

In terms of my practice and the “Bridgebuilder” idea, I definitely feel that it has become one of my long-term goals in terms of my mission as a Bodhisattva of the Earth. The challenge is to keep it moving forward and to achieve a unity and sense of purpose with all who are involved. I was really pleased to read in Sensei’s May 3rd message for this year that, as practitioners of this great Buddhism, we should be “active in our communities and societies and continue to forge bonds of trust and friendship with those around us.”

The CREATIVE EDUCATORS INTERNATIONAL NETWORK, Inc., is a non-profit organization dedicated to inspiring educators who are implementing Value Creating Education in different ways. Through deepening our own understanding and compassion, we are determined to lay the foundation and construction of a United Nations of Education. This foundation is being built through our efforts to build global solidarity towards nuclear disarmament today. This is how we can open the potential of all people to live in harmony. If you want to participate in any of our programs, please contact us at cein2030@gmail.com.

Creative Educators International NetworkVolume XI, Issue 1
A Dialogue to Open Human Potentialcein logo inc..JPG

2013 Our First Board of Directors Meeting Highlights and Goals
Need: A Few More Committee Members
Spring Forum Dates: Sunday, May 5 – Saturday, June 1

CEIN Is Now Officially an NGO
Have you ever conducted an international online board meeting? Well, neither had we, but CEIN has a lot of experience doing month long forums so this experience turned out to be very useful for our board meeting structure as well. Every morning Sergio Garcia in Brazil would email out the agenda for the day and all of us would confer on the agenda (in English and Brazilian Portuguese and some French) together and then either vote on it, table it or just approve each item. It turned out we only had to add legal form to our kind of network. The meeting ended a week later when Dave Koranda, in Eugene, Oregon had his midnight.

The agenda items were critical to CEIN as an NGO. We established our Bylaws, learned to look at CEIN as a non-profit organization, started to do long term planning, and discussed the development and goals of our three programs: disarmament education, the Makiguchi-Toda Disarmament Gardening, and the Library and for our areas of the world. Disarmament education goals are to have 10 teachers committed for the 2013-2014 academic year to experiment with lesson plans and curricula that connect nuclear weapons to a variety of subject matter in their classrooms, and then contribute our results to the annual SUA Disarmament Conference and the 2015 Hiroshima Nuclear Abolition Conference. The MTD Gardens goals are to create materials on how to teach gardening so educators can learn to use them, for the classroom, for individual students or in your community. Library goals are provide a virtual interactive library that can support CEIN’s goals with online materials and classes and workshops. We also agreed to add Human Rights Education into our programs.

We also agreed to take up Daisaku Ikeda’s cause, shifting human civilization towards sustainability starting from the human scale - as the focus of our NGO’s work and our outreach to the international community. Patricia Dupin from Brazil has created a sustainability tool we can use to measure our neighborhoods and help them become more sustainable. You know that our mandate is to grow deeply through study, and in this way teach more profoundly and be a good influence in our communities. So helping our communities become sustainable is a perfect fit. At the same time, Dr. Ikeda makes the point that we must “feel the full weight of life’s inalienable dignity,” so what WE mean as “sustainable” needs to include human rights, nuclear disarmament, and meaningful livelihoods, reconnecting to the nature in our environment and other kinds of creative actions that enable human beings and their communities to add value to the world.

Since we are just getting started as an NGO and need to build our identity in civil society, we decided to table any outreach to media until we feel we are ready to do so. We are not the source of Value Creating Education, so we don’t want to speak for it. We do apply it in our professions and want to share these experiences with others, and become examples as teachers and members of our communities. In this way we can help the international community transform education, and help build the foundation for world peace.

Need: A Few More Committee Members

We are looking for some people to volunteer and become part of our Program Committees. People who have a deep interest or want to learn something new are welcome. You also are welcome to let us know how much time you have to give. We want to fit the fire in your belly into the development of our mission. Where do you see yourself fitting in?

The Disarmament Committee: needs teachers to volunteer and work out ways to teach disarmament in their schools.

MTD Gardens: needs people who want to help with our goal of creating teaching materials based on your own experiences. Of course if you want to learn to use gardening in your classrooms, want to learn how to teach gardening that connects to helping our planet, its eco-systems and our society become healthy (another way to access the need to be less selfish).

The Library: needs people who want to help build this virtual interactive library that is the foundation for our United Nations of Education. Whatever your language, whatever your culture!

Please contact Stephanie with your interests and any questions. She will then forward your name to the appropriate committee.

Spring Forum: Building a Global Society with Compassion, Wisdom and Courage.

The Spring Forum is coming up! The dates are Sunday May 5 – Saturday, June 1. We will study and discuss together “This is what I heard,” Nichiren’s first point in The Record of the Orally Transmitted Teachings of Nichiren Daishonin (Ongi Kuden), the 2013 Peace Proposal section on compassion, wisdom and courage and connections to his 1996 "Thoughts on Education for Global Citizenship."speech at Columbia University, share our experiences and what we’d like to try in the future. Please join us!

The CREATIVE EDUCATORS INTERNATIONAL NETWORK, Inc., is a non-profit organization dedicated to inspiring educators who are implementing Value Creating Education in different ways. Through deepening our own understanding and compassion, we are determined to lay the foundation and construction of a United Nations of Education. This foundation is being built through our efforts to build global solidarity towards nuclear disarmament today. This is how we can open the potential of all people to live in harmony. If you want to participate in any of our programs, please contact us at cein2030@gmail.com.

Creative Educators International Networkcein logo inc..JPG

Volume X, Issue 4

A Dialogue to Open Human Potential

  • 2012 Fall Forum
  • SUA Disarmament Conference Report

2012 Fall Wiki Forum

The 2012 Fall Wiki Forum may turn out to be the most productive so far. The wiki gives us such a broad spectrum of ways to study and to share. Our theme “For a Sustainable Global Society: Learning for Empowerment and Leadership: Human Scale Means Your Daily Life and Your Community” – was the perfect open space for our deliberations and directed us towards our final symbiosis. We became empowered and now realize that WE are ready to take leadership in our communities and help build a sustainable global society. In fact because we are SGI, we have been doing this for some time!

We used this quote from the Daisaku Ikeda’s Proposal for the Rio + 20 Conference:
"In this sense, shifting the orientation of human civilization toward sustainability requires that the issues involved be considered on an authentically human scale, within the context and experiences of daily life. This is where we must sense the full weight of life's inalienable dignity, and reflect on what is truly important to use and what we must come together to protect.

Sustainability must be understood as a challenge and an undertaking requiring the commitment of all individuals. At its heart, sustainability is the work of a constructing a society that accords highest priority to the dignity of life -- the dignity of all members of present and future generations and the biosphere that sustains us. "

We first looked at what we as individuals do in our communities. Then, as teachers, we shared experiences about how we learned to connect with our students. Finally in seeking what Sensei means by Human Scale Sustainability we created a mandala about how we teach and how we do it through photos, poetry, experiences, links and a ppt. Through this mandala, mostly a non-literary dialogue, we, collectively, spoke of the dignity of life. The dialogue was so powerful that when it concluded with the deep resolve, despite the recent innocent killings in Connecticut – a deep resolve and a commitment as individuals and as CEIN to sense the “full weight of life’s inalienable dignity and reflect on what is truly important to use and what we must come together to protect.” Incredible!

Several milestones were created through this month of empowerment and leadership. CEIN was invited to engage with Steve Hargadon, who has the Future of Education site, about Soka Education and Makiguchi.

Also, our GREAT Library Team set up a Reference Page in the Library, so all of us could have a richer understanding of the issues in the forum, and did this in such a way that the new material can be used for the Library. Pat also created a mandala covering the first 3 Weeks. This really helped us see the developing energy of the forum as we come together, instead of just sensing it. http://cein-library.wikispaces.com/Fall+Forum+Library+Reference

Another new milestone came from Marcos Roberto who brought to our intention the new SGI Human Rights Education video and now CEIN is considering adding a new program for CEIN – Human Rights Education and connect this with our Nuclear Disarmament and our Makiguchi-Toda Nuclear Disarmament Gardenseducation programs - and better build our students’ and community’s connection to the growing global will to rid the world of nuclear weapons.

And from the Human Scale Sustainability Mandala came the way to do this! I realized we already had a simple but effective way in which to distinguish CEIN as an NGO through living our mandate - to study deeply and influence our communities. Pat Dupin put up an example of the tool she developed to measure sustainability indicators. I realized that we could use it to help us help OUR communities. We can use these indicators to measure our individual neighborhoods. We already support our communities through the SGI and our Buddhist practice. Now, as educators who know how to create value, we can do the research and create the unity through our dialogue that will help our neighbors live in a sustainable society of their own.

If the Board agrees to this, this is one way we can join the rest of the Civil Society Network in the United Nations and be part of Sensei’s dreams. Through this effort could come the United Nations of Education of the future. If there are any of you who were not able to join in the forum but have other ideas about how CEIN can create our own place in the UN universe, feel free to let us know!

SUA conf. logo.JPG SUA Conference on Nuclear Disarmament

The 1st Annual Student Movement for Nuclear Disarmament Conference was held on Saturday, November 17th. This conference was organized by a small group of SUA students, who started out with the goal of educating themselves so they can respond to Sensei!

It was hosted by Hiroaki Murakami and Josie Parkhouse. Rick Wayman presented the History of Nuclear Weapons, Paul Chappell on “Is the threat of nuclear terrorism real?” These two speakers were from Nuclear Age Peace Foundation. Jimmy Hara, from Physicians for Social Responsibility Los Angeles (PSR-LA) on The Humanitarian Consequences of a Nuclear War. Marylia Kelley, from Tri-Valley CAREs (Communities Against a Radioactive Environment) on “Monitoring U.S. Nuclear Facilities: A Grassroots Approach to Reducing Nuclear Dangers” and Barry Blechman from the Stimson Center on “Is U.S. and International nuclear weapons policy effective?

The Nuclear Age Peace Foundation was founded by David Krieger. President Ikeda and he engaged in dialogue about nuclear disarmament and peace, and this dialogue was published as Choose Hope. Mr. Wayman spoke on how to become a lobbyist for this cause. Mr Chappell spoke on how to become an activist. http://www.wagingpeace.org/. Dr. Hara described the nuclear “winter” and global illness, as well as starvation that will occur, if even one or two bombs are detonated. Ms. Kelley demonstrated how a neighborhood community grew into a powerful citizenship organization, which continues to fight both the U.S. nuclear weapons program at the Livermore national laboratory, and the nuclear pollution it creates. Finally, Mr. Blechman built a convincing case that political and economic leaders know deterrence is a myth.

Paul Chappell in his presentation spoke about On Killing, a book he was required to read while at West Point, the United States Military Academy established by Thomas Jefferson in 1802. The author of that book, Lt. Col. Dave Grossman, has written another book called Stop Teaching our Kids to Kill, an indictment of the violent entertainment our society allows and even markets to young children. He evaluates today's interactive video killing games as basically the same tool used by the military to distance and desensitize a soldier from the act of killing, since killing another human being is SO dehumanizing. He points out that although research clearly correlates the relationship between violent media exposure and aggressive behavior, we continue to allow it to be marketed to youth.

Thanks everyone who worked so hard this year for CEIN; thanks for all of you and great fortune in 2013!!

The CREATIVE EDUCATION INTERNATIONAL NETWORK, Inc., is a non-profit organization dedicated to inspiring educators who are implementing Value Creating Education in different ways. Through deepening our own understanding and compassion, we are determined to lay the foundation and construction of a United Nations of Education. This foundation is being built through our efforts to build global solidarity towards global nuclear disarmament today. This is how we can open the potential of all people to live in harmony. If you want to participate in any of our programs, please contact us at cein2030@gmail.com. We are eager to work together with you!

Portuguese Translation

Creative Education International Network

Volume X, Issue 3A Dialogue to Open Human Potential
First CEIN, Inc. Committee Reports:
  • Nuclear Disarmament
  • CEIN-Library
  • Makiguchi-Toda Gardens

Welcome to our Fall Newsletter! We will have brief reports in this newsletter (the full texts are on the wiki) from our working committee directors discussing their goals and their committee’s startup efforts (for their full reports see attached documents), but first we would like to report an update on the progress of CEIN, Inc.

CEIN was incorporated inJuly 2012, as a first step towards becoming a functioning NGO which can give support to educational programs supported by the United Nations such as UNESCO. The step of incorporation is just the beginning of a three year plan required by the UN to become sustainable with valuable program development in order to be acknowledged as a functioning NGO. We have a Board of Directors and Officers. This past August, we opened our official bank account for CEIN, Inc. CEIN, Inc. is a non-profit organization which means it runs on donations and any profits made down the line will be reinvested in the organization.

Report of the Committee on Education for Nuclear Disarmament, Terry Ellis, Director

CEIN’s Teaching Mandala on the People’s Decade website is now a year old, and like many other entities of that age is full of promise. Actually, it is something marvelous and difficult for us to truly appreciate the significance of at this early stage. Education for nuclear disarmament already has been recognized by civil society and various U.N. initiatives and committees as the key to realizing a Nuclear Weapons Convention by 2015, and beyond. We are contributing to this international effort by offering a forum to share the valuable experiences of educators who have embraced peace education.

Michel Nader, CEIN director for Brazil and a member of the disarmament committee, reminds us that it is our role as educators to challenge the cynicism that says nuclear weapons, along with war, are here to stay. He quotes Pres. Daisaku Ikeda:
There are those who tell us that humanity is condemned to war and violence, that it is ingrained in our nature to hate and kill each other. Such people will tell you that they are simply being “realistic.” I sincerely hope that you will never submit to such “realism” – not about your own lives, not about the world. (Hope in a Dark Time: Reflections on Humanity’s Future; 2003, editor, David Krieger; "Our Power for Peace," Daisaku Ikeda, page 89.”)

Stephanie Tansey, also a member of the disarmament committee, reports that the Student Movement for Nuclear Disarmament, a campus club at Soka University of America, will hold its first educational conference at SUA on Nov. 17 -18, 2012. Speakers from The Nuclear Age Peace Foundation, The Stimson Center and other groups committed to nuclear abolition will address issues such as the history of nuclear weapons and the threat of nuclear terrorism. To view whole Report on Education for Nuclear Disarmament see document attached below newsletter.

Report of the Committee on CEIN-LIBRARY, Patricia Dupin , Director

The library committee has made two immediate causes for the future. First, the members of the committee participated in a seven week, on-line, wiki training course given by Constance Haig. We all learned a lot and could then move on to an international training course – Library 2.0 where specialists from all over the world spent a week in October 2012, discussing what is happening in the world of on-line libraries. Our dream is to be in the vanguard with our CEIN-Library.
We want to: provide information about CEIN; provide you with or readers withinformation about our projects and extension programs, and our committees; collect ideas; collect and disseminate teaching experiences; interact with readers; develop forums with other educators; and research opinions and ideas for future solutions and actions. At this time a framework is being prepared to make our library more interactive. We want you to explore our programs, our practices, our thinking and our methodology in order to develop dialogue and contribute to programs of the other committees/teams. We will continue making available to everyone the resources that we build together, with educators from around the world. Thus, we co-construct perceptions and consciousness of form and culminate with the decision of respect for the dignity of life as the highest priority abolishing nuclear weapons. To view our goal timeline please see attached document below newsletter.

Report of the Committee on Makiguchi-Toda Nuclear Disarmament Gardens, Constance Haig , Director

Upon our return from Brazil in 2011, we were inspired to begin the process of teaching students how to garden and grow vegetables. This inspiration came from the wonderful work done in Brazil as part of the MIA project. We brought back with us a copy of the booklet explaining how the MIA school gardens were setup. We are currently close to being finished with an English translation of this booklet.

We came up with the idea for Makiguchi-Toda Nuclear Disarmament Gardens to not only grow vegetables in a pot or garden but to use gardening to make a cause similar to the WWII U.S. Victory Gardens to create victory over nuclear war. During our most recent forum we discussed how the art of gardening – growing plants was the opposite of nuclear war! As a result during this year SOME of you have been teaching your students about plants and gardening! Each one of you who taught a student how to plant a seed also sowed a seed towards nuclear disarmament!!

Recently the Gardening committee has been discussing how the act of creating a garden is also part of creating a sacred space. What is a sacred space? To paraphrase from an article by Tom Bender on Sacred Art, Sacred Space:
When we create a garden or art or architecture we begin reconnecting with the oneness of creation, we are finding new purpose, new meaning, and new richness in our lives. Through it, we are beginning to transform our culture into one able to sustain and support the well-being of all life. . . As we begin to connect in humility rather than arrogance we are finding with joy gardening can fill a profoundly different role than in a culture of material growth and greed. What occurs as we shape our surroundings is vastly different. We are in fact creating a sacred space.”
So the Gardening Committee’s goal for the future is to be able to provide the materials necessary for each CEIN, Inc., educator to be able to teach their students how to create a Makiguchi-Toda Disarmament Garden (it can just be something as simple as a pot with soil in a window) and how to create their own sacred space. Plants provide us with oxygen and nourishment and sacred space. To find out more you can go to: https://cein-library.wikispaces.com/Makiguchi-Toda+Disarmament+Gardens

And if you have any questions re: gardening, anything at all, please contact constancehaig@gmail.com or leave a comment/question on the web address above.

The CREATIVE EDUCATION INTERNATIONAL NETWORK, Inc., is a non-profit organization dedicated to inspiring educators who are implementing Value Creating Education in different ways. Through deepening our own understanding and compassion, we are determined to lay the foundation and construction of a United Nations of Education. This foundation is being built through our efforts to build global solidarity towards global nuclear disarmament today. This is how we can open potential of all people to live in harmony. If you want to participate in any of the three programs, please contact us at cein2030@gmail.com. We are eager to work together with you!

Full reports and supplemental material:

Updated CEIN brochure in English - 3 way fold:

Creative Education International Network

Volume X, Issue 2A Dialogue to Open Human Potential

Spring Forum: Sharing Reverence for the Dignity of Life and Soka Education Highlights;
CEIN Board Meets!

"Sixty years ago my mentor [Josei Toda] issued a call for all the world's inhabitants to regard themselves as global citizens; five years later, he issued the declaration I have referenced here, insisting on the prohibition and abolition of all nuclear weapons. It was his consistent conviction that we must act today in ways that will serve the interests of humanity living 100 or 200 years from now. His impassioned words, shared with and entrusted to me as his disciple, have served as a source of inexhaustible inspiration, as a vow that I share and remain determined to fulfill.

You need not only to make concrete proposals for the peace of humankind,
but to take the lead in working toward their implementation. Even when such
proposals are not fully or immediately accepted, they can serve as a 'spark'
from which a movement for peace will eventually spread like wildfire.
Theorizing that is not grounded in reality will always remain a futile exercise.
Concrete proposals provide a framework for the transformation of reality and
can serve to protect the interests of humanity.

The peace proposals I have continued to author every year for the past thirty years represent my efforts to fulfill my personal vow to my mentor."
Daisaku Ikeda, SGI President, from "Human Security and sustainability: Sharing Reverence for the Dignity of Life," his 2012 Peace Proposal to the United Nations.

The Ongi Kuden: To Deepen Our Own Will to Eradicate Nuclear Weapons

To deepen our influence in spreading global solidarity, we studied, for the first time, the Record of Orally Transmitted Teachings of Nichiren Daishonin. Deepening our own will is the way to influence others to join in this struggle. One community member, Fatima deOliveira had this to say: "I found the following comment in SGI Pres. Daisaku Ikeda’s foreword to the Ongi Kuden about us, members of SGI, who have been practicing “Nichiren’s philosophy of peace and life”. He says: “The solidarity of men and women who are wakened to the true dignity of life will continue to expand and make it possible that war and terrorism be wiped out, and that poverty, destruction of the environment, and other global problems that now threaten humankind be solved. I firmly believe that that day will come, and my great desire is that it may come as quickly as possible.” He closes his words saying: “I would like to express my own heartfelt wish that readers will find in this book a fountain of inexhaustible wisdom and that it will enable them to live lives filled with boundless courage and hope.” This forum is providing the tools for us. Thank you all very much for this exciting conversation!!!!

Experience of deepening will and sharing the need for nuclear weapon abolition with students over time:

We first started having our forums focus on Nuclear Weapon Abolition in the fall of 2009. It was the most poorly attended forum we have ever had. I’d like to report that this past forum, spring 2012, is the largest forum except for one we have ever had.

Dave Koranda, at that time, decided to ask his class whether creating a world without nuclear weapons was possible. Dave teaches communication classes at the University of Oregon, and, yes, to people wanting to go into the advertising world. He got a totally negative response. Impossible was the answer even after some debate. Now in the same class, almost three years later, change has occurred.

This is what he shared this time: “I would like to share an ongoing experience in one of my classes. I created a class called 'Curiosity for Strategists' that I usually only teach once per year. The waiting list for the class was long enough that I not only taught winter term but added this spring term and will also be teaching it in summer school for one term.
In that class, one of the exercises is to discuss nuclear disarmament. I ask them to work in teams of three and first determine whether nuclear weapons are necessary and if we can we rid the world of them. They all thought it would be impossible. I then granted them permission, so to speak, to assume that it is possible. I shared with them some of the points in Sensei's proposal about disarmament. Then they worked on some solutions. Again, some were brilliant with their use of social media and communication with youth in different parts of the world.
This year, again, the Olympic trials are in Eugene, the home of our University. I touched on the history of the Olympics. Two of the students in the class, who happen to be on the football team (big deal here), came up to me after class and said they really want to follow through on the issue of nuclear disarmament and they never really knew the history of the Olympics before and they want to figure out a way to combine the nuclear issue with the Olympic trials. They have been working on it since then and their plan was to create a video about the history of the Olympics and tie it into peace and nuclear disarmament.”

An example and experience due to deepening of his will and his determination to be part of the change.

CEIN Board Meets!

On June 26 we met and discussed nominations for Board of Directors and Staff, and on July 2nd we agreed on the following:

Board of Directors: Chairperson: Stephanie Tansey, US Director: Dave Koranda; Brazil Director: Michel Nader; France Director: Anne Pene-Annette; Director of Disarmament Program: Terry Ellis; Director of the Library Program: Patricia Dupin; Director of Global Solidarity Gardens: Constance Haig. Staff: President: Stephanie Tansey; Treasurer: Fatima deOliveira; Administrator: Sergio Garcia.

The term is for one year. The minutes for this meeting are still not final.

Do you have an experience to share? Ideas on outreach? Want to join one of our committees? We also need help with IT and editing support in English, French or Portuguese. From another part of the planet? Join us!

Want to learn more about how and where to start? Our library can help! Please go to cein-library.wikispaces.com.

The CREATIVE EDUCATORS INTERNATIONAL NETWORK hopes to inspire educators who are implementing Value Creating Education in different ways. Through deepening our own understanding and compassion, we are determined to lay the foundation and construction of a United Nations of Education and so open potential in all people. To be added to the mailing list or removed from it, or to receive back issues, please contact Stephanie Tansey at cein2030@gmail.com.

Creative Education International Network
Volume X, Issue 1A Dialogue to Open Human Potential

2012 – Our New CEIN Ecosystem: Growing our Nuclear Abolition Program for Educators
With the burst of energy from our Brazil trip CEIN has created an CEIN ecosystem for the development of our Nuclear Abolition Campaign. The ecosystem has three plants: The Library, the Mandalas and the Global Solidarity Gardens. We met in February to work on our individual seedlings. Here is where we are:

The Library: Constance and her team: Constance, Pat Dupin and Joy Williams. Her IT Team is already helping create the structure. This team will be readying the library and new materials for publication once the technical structure is created. The library is where you will be able to find information, teaching ideas and experiences from CEIN members. You are also welcome to upload what you are doing. Contact Constance for assistance.

The Library team will manage the library, which will serve as an information center and outreach. You can invite teachers to use it, send in their experiences, teaching strategies, news events, and GSG gardening ideas. The Mandala team can take things from the Library and Forums and ready them for the Mandalas. The Garden Team will organize their material in there as well. The Library is like a tree. It will create the nutrients and shelter for the other plants and the soil.

The Mandalas: Terry, Michel and Stephanie worked on the system for updating the Mandalas. We set a deadline of March to upload the first new items. You too can contribute by either sending material to the Library or actually upload to the link site for the Mandala on the People’s Decade website. We have created Formatting Instructions for the Website document to guide you. If you have any technical questions, please contact Constance. Contact Terry about submissions. We are also trying to link the mandala to Android handsets so people can confer with the mandalas easily. The Mandalas are like lotus blossoms in the lake of our ecosystem. The Mandalas grow most beautifully in the dirtiest of water. Addressing nuclear abolition with the purity of the lotus is our aspiration. The fragrance and work of the lotus cleans the air for us.

Global Solidarity Gardens: Dave Koranda. Fatima deOliveira and Laura Johnson-Fujiyama worked on how to encourage educators to start becoming involved in gardening that creates global solidarity. There is a worldwide emphasis now of lifelong education and many people are taking to gardening for a variety of purposes. We’d like to suggest that adding the idea of creating global solidarity to their own ideas could bring a whole new joy to their gardening. Global Solidarity Gardens (GSGs) are like the soil of the ecosystem. A system of continual renewal and nutrition. These gardens will spread everywhere and in so doing connect the earth together.

The GSG report focused on how to incorporate the GSGs into College/University or Adult Education Programs as well. You will be able to find their report in the Library.
“We suggest in classes that can lend themselves to it, students plant a seed in a pot and take care of it at home to water and nurture it. At the end of a term, hopefully the plant is ready to be transplanted. At that time it can be donated to community gardens, pre-school /day care programs or to a neighbor who has a garden and would be willing to take care of the plant. If the plant can go to a university daycare center then a number of instructors and professors at the university would also be exposed to the concept of taking care of the soil and growing things which the use of nuclear weapons would make impossible. The children might donate the plants to a community garden or be able to plant them somewhere on the university grounds. The plant could go with a flyer explained how it has been cultivated and why we are doing this project. The written material can touch on President Ikeda’s anti nuclear weapons proposal as well as other information such as how the Southsea islands used for testing still have radiation in the soil 60 years after the tests.”

We have great teams that support the ecosystem. Here is the support:
IT Team: Constance, Sergio and Luis/Diego Garcia
Newsletter: Stephanie, Fatima, Ana Calha
Translation: Sergio/Fatima, Anne/Jean-Louis, Ana Calha

We have also created a brochure. I have attached it but you will be able to download it from the Outreach section of the Library and use it yourself or give some to your friends. Hoping we can get these translated soon!

We are also seriously planning to create conferences in 2013 to build capacity toward 2015, in Europe and the U.S. Some of us are planning to attend the SUA Education Conference and perhaps the Culture Department Conference as well. Not to create a movement just to inform and inspire. As for those in Asia, South America and Africa, please think about what you’d like to do and let us know!

Finally CEIN has joined the UN as a member to the CSO (Civil Society Organizations) Network. We have also decided to become an established NGO! We think the time is right and we will be creating the legal structure through out 2012. Any legal advice or help will be most appreciated!

We want to develop our Nuclear Abolition campaign into a natural system that will flourish. Our projects are just seedlings now but we know they will grow because we want more and more teachers to reach out to their own students and community; to visit our mandalas and to use the resources of the Peoples Decade website. To decide on a strategy, implement it, and report the experience (both the suffering and the victories). The teams for these projects are like the sun. We have support teams that help the projects as well. They are the rain, wind and other elements. The soil is, of course, our CEIN community whose foundation is faith in our mentor and the SGI and Soka education. Please let us know how you’d like to help.

For the Library, please go to https://cein-library.wikispaces.com/home or contact Constance atconstancehaig@gmail.com.
The CREATIVE EDUCATION INTERNATIONAL NETWORK is a volunteer project created to inspire educators who are implementing Value Creating Education in different ways. Through deepening our own understanding and compassion, we are determined to lay the foundation and construction of a United Nations of Education and so open potential of all people. To be added to the mailing list or removed from it, or to receive back issues, please contact Stephanie Tansey at ceinetwork2030@gmail.com.

Creative Educators International Network

Volume IX, Issue 4A Dialogue to Open Human Potential

Fall Forum: Growing and Deepening Our Mentor/Disciple RelationshipSunday, November 20 - Sunday December 18, 2011Available in January in Portuguese and Brazilian Portuguese!

We had another wonderful forum – we can’t seem to stop talking deeply with one another even though the forum ended on the 18th! In this spirit, we invite you, all CEIN community members, to participate as well in this dialogue we are having, even if it is just telepathically, from your heart to ours.

As Soka educators, what is the deepest relationship we can have so, like Daisaku Ikeda, we have the same mind as Nichiren? “Ikeda: A mentor wishes his disciples to go beyond the mentor and develop on their own. . . . The mentor wants to stimulate the disciples to stride ahead on the strength of their own ideas and actions.” (Creating Waldens, pg. 45)

Through this Nuclear Abolition Campaign he is training each one of us to set out in the right way so that, together with him, we become the lion’s roar of kosen-rufu. We need, everywhere in our society today, this kind of mentor-disciple relationship - a relationship of noble exchanges – and we can start right where we are – between ourselves and our students. We can create global solidarity with them towards a nuclear-free world, even if we never say these exact words, if we have them in our hearts.

There are many ways to do this. What is best for your students? Create your own strategy, by going to the SGI website, www.peoplesdecade.org. It has a lot of educational resources, including of course, our Teaching Mandala, http://www.peoplesdecade.org/do/tools . Talk with the youth division in your area, ask CEIN members about they are doing.

You will then realize that you are teaching nuclear disarmament! As Soka educators, you struggle to care and support your students better. That is a big help! So we’d like to hear about what you do and learn from you! You can help us!

Daisaku Ikeda believes that if we can strengthen our own mentorship, it will deeply affect our students. It is this lack in teachers that lies at the heart of our many youth-related problems. “I am not talking about a unilateral, suppressive, superior-inferior relationship but a creative partnership transcending generational differences. It might be described as progressive comradeship, in which both sides mutually inspire each other while moving toward the shared goal of heightened humanity.” (Creating Waldens, pg. 46)

Now we are all on board together! Let’s be zenchishiki- good Buddhist friends–as we help each other grow, talk over problems, joyfully tell each other of the courageous faces of our students lit up with hope who can reach out in empathy to youth all over the world with determination in their hearts!

Highlights of the Forum
In our forum we looked at the Nuclear Abolition Campaign from two ways. We learned more about the campaign itself and personal experiences and strategies and from an entirely different perspective – creating Makiguchi Gardens like BSGI does in Brazil, only now they are Global Solidarity Gardens.

Nuclear Abolition Campaign:Please see www. https://ceinforum.wikispaces.com/2+-+Week for the forum discussion. The experiences, dialogues and teaching strategies will also be on our Teaching Mandala.

The People’s Decade website can give you the latest news on the global campaign, updates on the latest news from youth divisions in many countries, as well as background and exhibition details.

Terry Ellis is our expert on disarmament. “Sensei has offered us a challenge, but it's also clear that for Sensei, and people he dialogues with like Joseph Rotblat, nuclear abolition does not eliminate the threat of nuclear war or prevent the development of even more advanced technology to engage in warfare. Like Toda, they aim to cut to the root of evil. So, with the Nuclear Weapons Convention as a goal, we focus on building the foundation for peace.”

Here the two men discuss this point in A Quest for Global Peace, starting on page 121:

IKEDA: If war ever is to be abolished, ultimately it will be done by nurturing a "fortress of peace" in people's hearts, and by cultivating the will to live in peace through education, in the broadest sense of the word.

ROTBLAT: I believe this, too. Abolition of the institution of war will be based on the assumption that a radical shift in our view of the nation is made. This will require the establishment of an educational process that nurtures in the hearts of individuals a loyalty toward all of humanity. As in the case of all educational processes, the realization of this objective will take a lengthy period of time. However, first of all, most important is that we begin the process.”

Ikeda believes that Dr. Elise Boulding’s definition of "culture of peace" is the right path. She defined it as a culture in which people "deal creatively with their differences, and share their resources." The question is how we interact with others... To share, and through dialogue, seek to change ourselves as well as others in the process. (A Quest for Global Peace, pg.122) We teachers can certainly do this in our classrooms!

It is this intent, this conscious intent to teach and nurture a fortress of peace in people’s hearts, is where teachers can really help. In Brazil they have a program where they go into problem schools or situations and help using Buddhist wisdom. In one case they helped a nursery school solve a health hazard problem caused by garbage dumping and apathy, by creating harmony, which revitalized the whole school community. Check out the dialogue between Lidia from Brazil and Terry from the U.S. on our wiki forum: https://ceinforum.wikispaces.com/LIBRARY+IDEAS+%26+MANDALA+IDEAS

Another example is in the Netherlands. Gerrit Versteeg teaches the Dutch language to new fellow citizens.

GERRIT: “I’m looking for practical programs on nuclear abolishment and I was happy to find them through your Teaching Mandala on the ICAN site. We in Holland are starting with small steps to bring this nuclear disarmament into our classrooms. We’ve decided first to make the actual proof of being the best teacher through daily reflections of our own actions and to write them in a diary. In this way we can improve our teaching. Then we will be in a better position to convince our fellow teachers of Makiguchi’s ideas and/or activities like the action for the abolition of A-bombs.

Another action is to approach the War Museum in Delft where the educational program teaches children about war, but not about peace! We want to present them an alternative using ICAN and also the SGI exhibit.

And more from Brazil, home to an amazing variety of educational initiatives:

Roberto Marcos: Ikeda Sensei says that education is a sacred obligation. When he said that one of his goals was to extract the "misery" of the earth, I believe he also spoke about the misery of the heart. . . Nichiren Daishonin says, "what matters is the heart." The reason I say all this, is because, as Buddhists and, moreover, as educators, we have a vital role in propagating peace. Recently Ikeda Sensei in his direction, said: "Within a pure heart is a rich sensitivity, gratitude and emotion, and from this way of humanism beautiful flowers bloom." Thus, I believe it is very important that our CEIN forum discusses the Nuclear Weapons Convention, for the good of all humanity.

Patricia Dupin offered an example from Brazil of a project in society through which she experienced the healing of the heart of a war refugee who arrived from Iraq, very depressed and hopeless:
After a few months he was reacting slowly and, only after three years, he managed to create a connection with Brazil and with our culture. Sometimes I accompanied him to a refugee center in São Paulo. (In Brazil we have a program to receive war refugees, aid in language learning, training and inclusion in society). Most of them are young people who come hoping to feel safe. Interestingly, they gradually become less radical in relation to their religious beliefs and some races that were seen as enemies, are now friends. Here Iraqis visit and have coffee with the Lebanese and now admire the high dignity of the Buddhists. Step by step and with great respect, the differences are toasted, and love and friendship are celebrated.

Michel Nader described an activity by Brazil’s Education Department in Sao Paulo during a popular Japanese Festival in July. The famous story of Sadako Sasaki was shared along with the making of origami cranes, which are sent every year to Hiroshima, especially during the anniversary of the atomic bombing on that city. The story of Sadako, a young girl who survived the bombing of Hiroshima and then died of radiation sickness, is a powerful way to bring attention to the destructive nature of atomic weapons. During Week 1 of the Wiki, Michel said: “I would like to involve all children, students in the world, and their families in the creation of origami cranes to send to the Square of Peace in Hiroshima. So we will be raising awareness for the Abolition of Nuclear Weapons, and the spirit to work for peace in every person.”

Global Solidarity Gardens Please see https://ceinforum.wikispaces.com/3+-+Week for the full discussion. Constance Haig, Dave Koranda, Fatima deOliviera and Laura Johnson-Fujiyama conducted this part of the forum. The experiences and teaching strategies will also be on our Teaching Mandala.

Please join in our discussion about how a local gardening project can help you personally, your students, and your community. We want to hear your experiences with gardening in the place where you live. Our climates vary - some live in big cities some in the countryside or farming areas. We are all different but we all share in the need to eat well and to understand our connection to this precious earth.

We learned about Makiguchi-in-Action gardens when we went to Sao Paolo. Soka school teachers and all teachers in the 100 schools they help that have gardens, are trained to ask students, when they garden, to think beautiful thoughts about how they will help the world. To talk about the value of the plants the soil is nurturing. To show students the ways of nature. If you plant a radish, you will grow a radish (cause and effect). That the value of something depends on its relationship to you. A bird may be beautiful but it will also eat your seeds! Value changes just like Makiguchi taught.

Constance Haig: I have made a personal determination to create a Makiguchi-Toda Nuclear Disarmament Garden in my side yard by my house next spring. I named the garden - Makiguchi-Toda Nuclear Disarmament because to me it describes what I want the garden to symbolize as a way of teaching about our global disarmament movement by 2015. (President Makiguchi taught us about value creation. The name of the garden also acknowledges President Toda declaring, No More Nuclear Weapons.) The Youth Division members of my district have volunteered to help. We will prepare the ground, follow the instructions in the MIA Garden booklet and some of our first vegetable seeds will come from the ones the MIA Gardeners gifted me and which I brought back from Brazil!
(We will be translating their booklet and it will be available in our CEIN Library.)

Fatima: The Makiguchi Gardens were designed to help the teachers create interesting classes and help the students develop good eating habits, as well as to enhance their connection with the earth. The Buddhist principle of Oneness of Life and the Environment is taught to students to help create the right relationship with the garden. We hope it will spread throughout the world, now with an additional important objective: the abolition of nuclear weapons.

This led to a talk about our human connection with soil.

Laura Johnson-Fujiyama: I think that having a close connection with your food and having the opportunity to watch it grow will be a great experience for children. It will teach them appreciation for food and the land.

Dave: Despite the disconnect that many people (primarily in urban areas) have from their food systems; I find it interesting that many of my (college) students regularly watch programs on television that are related to cooking food. More of them seem to realize the benefit of foods that are grown locally, and are superior to the foods that are trucked in after having been picked before they were ripe, etc.

Now to connect that to: Wouldn't it be good for everyone to be able to eat well. Then connect that to how we are ALL connected to each other and the environment. Then to connect them to the absolute absurdity of blowing all that up with nuclear weapons.

Stephanie Tansey: At a recent class in my dialogue and global citizenship course I teach at Beijing Normal University, we take out time to “dialogue with the earth,” using topics we’ve discussed normally. At first everyone was bemused and embarrassed but little by little we’ve gotten into it. Topics were about respect, harmony, indigenous rights and wisdom, women, human development -- all taken from the Earth Charter.

Last week we “discussed” human development. One student remembered something Hemingway said in The Sun Also Rises. He has the protagonist say to a lost and wounded man, "In your mind, you have disconnected yourself from the soil." We realized that humans need this connection to develop.

Sensei says, "Indifference to injustice is our enemy." Perhaps being indifferent to soil is part of this apathetic disease that blinds us into non-action, non-caring, and non-connection. Perhaps trust and connection to the earth are related.

Laura: I think this dialogue on the soil is great! Growing plants the soil is immensely important. Soil is comprised of so much. It is teeming with life. There is a wonderful documentary called Dirt! that is perfect for all ages about soil and how much life is dependent on it. (http://www.dirtthemovie.org/)

Constance: Terry said something that sums it up for us - GARDENING IS THE OPPOSITE OF NUCLEAR DESTRUCTION. And I liked how Laura reminded us all that dirt/soil is really full of life down to the microscopic level. Teaming with life.

Fatima: I am so amazed with all the conversations this week. I'm learning so much!!! Thank you all for the support and words of encouragement. Laura, thanks for the gardening tips. About trust, collaboration and connection -- I think that they come all together as people begin to awaken to their potential and sense of mission in this lifetime. I think our actions as Buddhists, educators, parents, friends and ultimately human beings, makes a difference. I also totally agree, "GARDENING IS THE OPPOSITE OF NUCLEAR DESTRUCTION." When we are gardening we are cultivating life for ourselves and others. This battle to stop nuclear weapons proliferation and create a more peaceful world starts in such hearts.

CEIN LIBRARY & New Materials
CEIN has started a Wiki Library and we already have a lot to put in – just from this forum. Some of these gems are:

Joy Williams, a review of the Soka Humanistic Pedagogy of Makiguchi and comparisons with John Dewey, completed as part of her coursework toward a second Ph.D.

She also shared some great Soka educator advice about creating a joyful attitude in our work!
Then this morning while I was chanting to finish today, I realized that Makiguchi says the purpose of education is the lifelong happiness and well being of the learner. Well, I am a learner and I was far from happy, stressed and all. So I said okay Joy, you must follow your mentors’ guidance and get happy about writing this paper and that is what I did. I decided to do it joyfully. I chanted 3 ½ hours, and then started working on it again and finished it early this evening. It then took me some time to convert it to APA style. But I actually submitted it one day early. It is amazing what a change of attitude can accomplish.

Regina Teixeria and Maria Nader sent in a major paper that clarifies the current situation of academic research in peace education from 2001 to 2009, during the International Decade for a Culture of Peace and Non-Violence for the Children of the World (UN – UNESCO).

This astounding research paper makes all of us realize that what we are doing is really important, and all of us should start to document it! You are invited to put your work into our Library.

We are all Zenshishiki – So Let’s Work Together!
The effects of this forum are still being felt in the lives of the participants. The dialogue was so fantastic because our hearts were so close. One person would say something and it was like a riff. People’s days would transform as they thought about what they read and then new ideas would come and then we’d all share them. Then this would connect with someone else’s problem and enable a resolution to occur.

For example, I will begin a new collaborative education program at a Chinese middle school. I was really struggling with the “birth” of the program and needed to connect more with the Chinese principal to make sure. The course is part of a joint effort with American schools and is the first of its kind.

Terry called me from Florida via Skype, right at the height of my deeply concerned daimoku and encouraged me to create something concrete he could see. In the forum, we’d been talking about the principle, Oneness of Good and Evil. I decided to live this principle and make the moment one for Kosen-rufu.

I laid out my program, and he was delighted with it. I explained that I would have two collaboration groups and then explained that one would be a garden and explained the Makiguchi-in-Action garden. He was totally happy with it – his background is in agriculture and, in fact, just got permission to create a greenhouse. I said to him, “the students will plant with respect for the earth and hope for the planet. He said, “Great!” So now there will be a Global Solidarity Garden in Beijing. Thanks Terry!

Terry wrote about problems with one set of parents about teaching disarmament. Then with encouragement from Lidia from Brazil on how deep relationships matter between parents and children, she renewed her determination and had a breakthrough.

Terry: I have another step forward in my nuclear abolition project at school to share, which came to fruition yesterday. One of my students had written to the mayor of West Palm Beach, who joined the Mayors for Peace last summer. Since the mayor was not able to arrange an interview for our blog before the school's holiday break, the principal of our school suggested we invite her to speak in January. She has agreed, and yesterday I set the date with her administrative assistant for January 9. She will talk about her decision to join with other mayors around the world who are working for a Nuclear Weapons Convention by 2020, and answer questions from the students.

Regina: Congratulations Terry! What a victory. I suggest you intensify your daimoku for the success of this meeting on 01/09 with the city mayor. What a fantastic opportunity for the students to exercise citizenship. The fruits of this dialogue for peace will be felt for a long time.

Terry: Thank you, Regina! I greatly appreciate your suggestion, which struck me like the brightly rising sun this morning. I must intensify my daimoku! Since we are on winter break until Jan. 3, I have the benefit of more time to concentrate on prayer, and planning more preparation for my students, as well as the older students, before Jan. 9. The wonderful energy I absorbed everyday from this dialogue really kept me moving forward with my students, as well as in unity with other members of the staff. It was Lidia who reminded me about unity, with her comments about the wonderful nursery school project she and Irene worked on in Sao Paulo!! Now the teacher for the 12- to 15-year-old class will be inviting his students to hear about our project and join the meeting with the Mayor of West Palm Beach.

We are all Zenshishiki (Good Friends in Buddhism) for one another. This is a deep bond in our lives that brings us together to help each other at this critical moment in history. Together we are being trained by the master teacher of living, Daisaku Ikeda, on how to change the world. What joy! What friends!

That is why campaigning with Sensei on nuclear abolition and wracking our brains about how we can encourage global solidarity is so great. By deeply engaging ourselves, we get rid of our own apathy and indifference, and create new life! Just like the soil! We are bodhisattvas of the Earth after all!

The CREATIVE EDUCATION INTERNATIONAL NETWORK is a volunteer project created to inspire educators who are implementing Value Creating Education in different ways. Through deepening our own understanding and compassion, we are determined to lay the foundation and construction of a United Nations of Education and so open the potential of all people. To be added to the mailing list or removed from it, or to receive back issues, please contact Stephanie Tansey at tansey@usa.net.





Now available in Portuguese and Brazilian Portuguese! (see email)
Here is your teaching mandala! We’ve created a place you can go to understand, learn and become inspired to help create the solidarity that Sensei is marshaling to abolish nuclear weapons once and for all. A part of his proposal, to create a Nuclear Weapons Convention by 2015 is actually happening and the movement shown on the SGI People’s Decade (http://www.peoplesdecade.org) continues to broaden and deepen. Our teaching mandala will be part of this website shortly. We hope you want to get on board this great and thrilling challenge, which is part of Sensei’s last commitment to his mentor Josei Toda.

You can access the English mandala by clicking http://www.wix.com/chaigcein/teaching-mandala-people-decade. We have also created a Brazilian Portuguese mandala which you can access at
http://www.wix.com/chaigcein/bp-teaching-mandala .
You will see that the mandala on the front page is a lotus. On your right you will see the Welcome petal. Where you can get further navigating information. Or you can click any of its petals, base, or titles and they all open up to another page. Italic Doshin; Creating Global Solidarity is the base. The Here and Now Moment, Methods, SGI Resources, Soka Education, Principles, World Resources, and the Welcome/Timetable are the different petals. Teachers Strategies offers you the ideas and experiences of other teachers and how they created or are creating their strategies. Each petal opens links, explanations, experiences, and curricula that you can explore. To return to first page click the CEIN logo at the top of each page. Some topics have more than one page available.

We hope you will contribute to the teaching mandala as you create your own plans. We will be updating from time to time so please write up your experiences, current news about disarmament, important educational material or sites, books, art, teaching methods, or suggestions. We have designed our teaching mandala as an example of Buddhism humanism so feel free to show it to others and to ask for their contributions as well.
You can email Stephanie Tansey, tansey@usa.net with submissions or Constance Haig (webmaster) at constancehaig@gmail.com for further help. Let us know what you think!



With Dr. Iwamoto(center), CEIN members (l-r) Terry Ellis, Constance Haig, Joy Williams, Stephanie Tansey, Anne Pene-Annette, interpreter Silvania Regina A. Lucci, back row Bob Tansey, interpreter Oliara de Cassia Fortunato, Michel Nader, Jean-Louis Annette, interpreter Marcia Ferreira, Salua Mezher da Silva.

The CEIN trip to the BSGI to learn about their education department and its programs was an astounding success. The members who participated: Constance Haig, Terry Ellis, Joy Williams, Bob and Stephanie Tansey from the U.S. and Anne and Jean-Louis Annette from France were supported by CEIN member Michel Nader with every ounce of his dynamic life force. Every day the wise and generous BSGI education department leadership and volunteers, and all the members of BSGI, embraced us with their lives. Their deep faith and incredible Soka education program enabled us to experience what kosen-rufu looks and feels like.

We started off meeting with Mr. Julio Kosaka, BSGI General Director, and Ms. Sueli Ogawa, the WD leader. Both were friendly and gracious. We were given a tour of the WD Building and an orientation by Ms. Sonia Kato a women’s study leader. She gave us an overview of the history of victories within BSGI and out into the society, learning ever more deeply how to use the Kansai strategy – applying gosho to their lives and changing each obstacle from poison into medicine. These victories deepened there their fusion with the heart of Sensei. They have a saying, wakaru to kawaru (once you really understand, then you can change).

Our meeting with the Education Department, which is divided into research, literacy and revitalization of school communities, was a joyous exchange. Their research department deeply studies Soka education and ways to implement it better. The literacy program is, members and non-members, has a value-creating curriculum. Their Makiguchi-in-Action school support program is much sought after by schools and is another example of deep community commitment.

They gave us a deeper understanding about how they structure Soka education so that it helps members, aids society and brings out enthusiastic support from the membership. How they model Sensei’s deep concern and capability as individuals through Buddhist study and its application to Soka education. We had a chance to learn together with the other BSGI teachers attending the National Conference, how to use shadow puppetry to convey meaningful ideas. We have a lot of materials and some of these are already translated into English and we will put on our CEIN wiki.

It was wonderful to participate in the National Conference with the rest of their 900 teachers, who can be both professional teachers and trained volunteers. First we had a study lecture on the 9 Consciousnesses and Human Revolution and how to apply it to our work. Then at the afternoon Forum, to our surprise and delight, there was a major presentation connecting the CEIN Mandala with their educational curriculum. Each participant also received a Makiguchi Mandala medallion as a symbol of the conference.

Mr. Esno Viera and Mr. Aloiso Carols Marcos, who direct the Makiguchi-in-Action gardens for schools, met with us to explain how, with a simple but profound methodology of nurturing seeds, children gain both a reverence for nature and an understanding of important Buddhist principles. We also visited their two Soka schools (a preschool and an elementary school) and witnessed fresh and lively young students learning to live intelligently and wisely. The tour of the elementary school included this garden.

On our final day we were able to present our CEIN Teaching Mandala in Brazilian Portuguese to the Education Department and meet with Ms. Dirce Ivamoto, founder of the department. She strongly encouraged us to chant determined daimoku, becoming magnets that draw out the Buddha nature of everything around us, and gain to wisdom to see every negative experience as an opportunity to change ourselves. Further, she emphasized form beginning to end – from our practice of Buddhism to our planning and execution of educational plans – is the key to victory. What a spectacular ending – being able to learn at the feet of such an educator whose efforts enabled us to feel what it means to live and breathe real education.



We decided to best express our delight and deep gratitude to our CEIN Brazilian brothers and sisters by sharing our impressions together.

Constance Haig, Germantown, MD, U.S.
As a CEIN member I made the determination to meet with the Soka Educators of Brazil several years ago after learning about their development of the Makiguchi in Action program. Upon actually having the opportunity to learn from the Brazilian educators during our trip, I find myself still in amazement of what they have accomplished. One of the highlights of our visit was attending the National Soka Educators Conference. I had never seen so many Buddhist educators in one place before. When the Brazilian educators showed the CEIN logo on the overhead projection screen it deeply touched my heart and renewed my personal determination to work as a Soka Educator of the world towards creating solidarity to stop nuclear weapons.

I was also deeply impressed with the educator-gardeners who discussed their process in creating Makiguchi Gardens and how they taught the students step by step. Their precision and passion inspired me to pledge to see Makiguchi Global Solidarity Gardens for nuclear disarmament sweep the United States. I pledge to be in the vanguard in uniting current gardeners and inspiring new gardeners throughout the U.S.

Irene Sakajiri – Sao Paulo, Brasil
"Getting to know the international members (USA, France and Japan), share experiences and information was very rewarding and enriching and it also helped me to expand my view of the world. The opportunity to connect with this network of people, determined and seriously committed to shake the world towards the solidarity and the elimination of nuclear weapons, made me stronger in faith and helped me to believe that we can all elevate our state of life and contribute to a better and more humanistic world.

The Soka Educators Forum, held in Sao Paulo on August 6th 2011, by the DEPEDUC – (Department of Studies and Practices in Sciences of Education) – with the theme “The Art of Soka Education through Human Revolution” was, definitely a milestone in our lives and in the history of the Educational Department of BSGI. The results were very important. We have been receiving many thank you notes and new determination from people who attended and this makes us believe that we can make a difference in our communities. We are looking forward to our next reunion. Thank you very much and a big hug!

Anne Pene-Annette, Paris, France
Through my participation in the study tour to Brazil, as a member of CEIN, I decided to reinforce my commitment to our SGI movement to contribute to a better understanding of the “Soka humanism,” in the fields of education and scientific research, especially in my discipline, geography. With the 2030 horizon in mind, I also decided to be an essential actress in international scientific cooperation, especially between France, Europe and Latin America.

Patricia Dupin, France/Brazil
Your trip has brought to all the deepest decision to increase our global awareness and be victorious in creating a large wave of local educational actions to achieve our goal

So, in this path, I want to be a tireless peacemaker, with steady growth, in continued dialogue with as many people and authorities, in order to achieve the success we seek to conduct an open and inclusive educational process, to convey acceptance and respect for others, prioritizing the integrity. Seeking - through the educational process - to increase awareness of people to live a systemic world, with respect, confidence and happiness in every thought, word, gesture and action. Follow the teachings and spirit of mentor and disciple in order to keep the goal and the means to achieve them.
Determine also interact with the SGI family with a deep spirit of bodhisattva, strengthening ties with members around the world, appreciating the uniqueness essence of Buddha in each one, order to maintain harmony, affection and love to members of this most beautiful way to victory.

Terry Ellis, Florida, U.S.
Every aspect of my visit with CEIN to Brazil was mystic, and what I needed to renew and strengthen my resolve to build a global outcry for a Convention on Nuclear Arms in 2015 and beyond. The warmth of the Brazilian members, and the actual proof they have shown based on value creation and education, has confirmed a path forward for me where I will focus on dialogue - one person, one youth, at a time. I saw the original of the letters exchanged between Sensei, and Arnold Toynbee in an exhibit at the BSGI headquarters! How encouraging!

The joy I felt during the Memorial Service at the Nature Center http://www.bsgi.org.br/educacao_educambiental_cccamp.htm and the eternal beauty of blooming trees framed by the Mentor Mountain refreshed me beyond measure, and reminded me again to live a life with no regrets. Finally, the dialogue with Dr. Dirce Ivamoto brought me back to the passion and expectation of my first years of practice with Ted Osaki in Washington, D.C. in 1971, when I felt certain that in 20 years our Buddhist movement in the United States would have grown the way it did in post-war Japan, to millions of people. I will not allow any regrets or doubts to cloud my conviction toward the future. I have started all over again, eyes set on 2030, to transform the land where I live by sharing the joy of Buddhist practice.

Fatima Nunes de Oliveira, Connecticut, US/Brazil
The Soka Educators Forum in Sao Paulo last August, was one of the most amazing experiences I’ve had in my 23 years of practice. I returned to United States determined to apply everything I learned with the SGI members, from all over the planet, to help my ESL students to see the possibility of a better and brighter future without the threat of nuclear weapons, not only for them, but also for their future generations. It showed me how many people from SGI are fulfilling their mission of bodhisattvas and caring about realizing our Mentor’s dream. I felt great confidence that we are on the right track and that Sensei can definitely count on the members around the world to realize kosen rufu.

I was also very impressed with the growth I saw in BSGI from the time I left Brazil (2006). There are many more members, especially youth, involved with the Educational Department activities and projects. I was amazed with the good work at the Literacy Centers and I also saw that the Magic Reading Room project is a great support to the value creation among the members and for the society. I feel very proud of being part of the Educational Department in Brazil and that I could contribute to make this great dream come through. Another thing that really impressed me was the activities conducted by the Arts Department as part of Makiguti in Action Project.

My heart was jumping with joy!!! I renewed my determination to keep helping the members in Brazil and the United States to expand the friendship relationship in the society, through my practice and fight with wisdom to make sure will all will se a world free from the nuclear weapons.

Jean-Louis-Annette, Paris, France
On Aug. 19th, we visited two Soka schools in São Paulo. The first relevant aspect was the simplicity of the equipment. The BSGI Education Dept. made the choice to use recycled material (plastic bottles bottoms, for example) which affects the tuition costs for the families.

The second aspect was about the teaching approaches: the number of students in a classroom
which can be different, according to a specific task that for me such informal groups are very important for learning success; the importance placed on the gardening practices, with many seedlings cultures on the roof of the school building; and finally, I was also impressed by the friendly exchanges between pupils and service staff. These adults are very careful, without excess, with children out of their classrooms, who obviously love this care.

Michel Nader, Sao Paolo, Brazil
I feel a strong longing for my friends who visited Brazil CEIN, citing each of them in order of return to their localities: Terry Ellis, Joy Williams, Constance Haig, Bob & Stephanie Tansey, Anne Pene & Jean-Louis Annete! These were days of a very intense happiness with these seven precious companions. The energy released like the fusion of atoms, the interaction of Educators from Brazil, France, USA and China, has been immense. Certainly the future right now has risen with this strong exchange of Peace, Culture and Education. The language barrier was overcome as all are in tune with Ikeda Sensei. I have full confidence that CEIN strengthened the bonds of trust.

The Mandala CEIN presented us in Portuguese, focusing experiences of educators to teach nuclear disarmament in the classroom, aroused the interest of many educators from various regions of Brazil, who participated in the BSGI National Forum of Soka Educators BSGI. I would sincerely like to thank Ikeda Sensei and his wife Ms Kaneko Ikeda, and all the SGI members who sent daimoku for the significant success of the CEIN trip to Brazil.

I would like to site my precious CEIN friends who could not be here with us in person these days, that they can feel as victorious because they were in our hearts all the time. We are in Itai-Doshin building the United Nations of Education together with Ikeda Sensei. At this moment we are focused, together, on the Abolition of Nuclear Weapons until 2015. Therefore, as a member of Soka Gakkai for 30 years I am very proud to be part of CEIN. CEIN was born with a wonderful mission from World Kosen-Rufu pioneers who share the same ideal of our Ikeda Sensei! "Thank you Stephanie and every one of you for the wonderful opportunity you gave us coming to see us!"

Joy Williams, San Francisco, U.S.
I am very impressed with the astounding activities successfully undertaken by the BSGI Education Department since 1984. They have incorporated the Soka education, humanistic principles of Makiguchi, Toda and Ikeda and formulated a structure and set of programs that address the educational needs of members and the wider society. They have inaugurated a humanistic curriculum for implementation in Brazilian public schools with many BSGI volunteers who have been requested by the schools to present pedagogical workshops to teachers.
This program has a track record of successful results. The program emphasizes universal values such as oneness with the environment and unlocking the potentialities within each individual. Visiting the two Soka schools that have been established there was a treat.
Another Education Department program addresses the stresses that youth members can have and establishes communication and dialogue with youth, parents and educational psychologists and counselors. This is an eight session series that has also been very successful. Another Makiguchi in Action activity teaches students the relationship to the earth through the planting and care of Makiguchi gardens.
The BSGI members accorded us the utmost hospitality and learning environment. I have redetermined to contribute to the implementation and understanding of Soka education principles in America.
Fatima Nunes de Oliveira – River East District - Connecticut – U.S.
The National Forum showed me how many people from SGI are fulfilling their mission of bodhisattvas and caring about realizing our Mentor’s dream. I felt great confidence that we are on the right track and that Sensei can definitely count on the members around the world to realize kosen rufu.

I was also very impressed with the growth I saw in BSGI from the time I left Brazil (2006). There are many more members, especially youth, involved with the Educational Department activities and projects. I think this is a great momentum for all the members in Brazil.

Maria Nader, Sao Paolo, Brazil
Congratulations on your courage to come to Brazil. You are the pioneers. Through your courage to open the way, going forward, others will come here. We'll be more prepared to welcome them. I admire you so much. Thank you for the opportunity to be able to know your actions as true Soka Educators. Congratulations to All! We await your coming again! Thank you!

Bob Tansey, China-U.S.
I turned 60 just before joining the CEIN exchange to Brazil. The trip refreshed my determination to create value through my personal growth and actions for years to come. I have been practicing Nichiren Buddhism for 42 years; nonetheless, this deep contact with our pure hearted and seeking Brazilian friends refreshed me with the feeling to “start from now” to cherish others and contribute to society and peace more than ever.

Sergio Garcia, Sao Paolo, Brazil
We had 7 fellows (5 from the United States and a couple from France), in São Paulo, who became our friends!!! We also had participants from Japan! These were magical moments, in which we could exchange experiences and receive encouragement from each one! They have fantastic and unforgettable histories to share with everybody!

Our Forum was wonderful… A deep reflection about our role in the world! The lecturer, Dr. Mohamed Habbib, pro-rector of Unicamp (Universidade de Campinas) --- a reputable university in the State of São Paulo, focused the problems we have facing nowadays, like violence, pollution, starvation, etc.

I invited a friend, a teacher of Spanish, who became member of BSGI on April 19th, to attend this activity. She brought her mother, who still isn’t a SGI member, and after this Forum, changed completely her ideas about our Organization! She loved everything! So, my friend and I feel very happy!

Now I better understand the purposes of CEIN! I have invited other educators, SGI members, by Internet social networks, to join us, and help Sensei to achieve his goals all over the world!!!!

Regina Teixeira, Sao Paolo, Brazil
My determination: a) is learning to speak English to our next meeting; b) working the text of the proposed peace education in all classes meeting in the Magic of Reading and Elementary II, the experimental program for both youth and adults. Thank you for the days we spent together here in Brazil, you are to be congratulated for their lives, and fight for Kosen-rufu.
The CREATIVE EDUCATION INTERNATIONAL NETWORK is a volunteer project created to inspire educators who are implementing Value Creating Education in different ways. Through deepening our own understanding and compassion, we are determined to lay the foundation and construction of a United Nations of Education and so open the potential of all people. To be added to the mailing list or removed from it, or to receive back issues, please contact Stephanie Tansey at tansey@usa.net.



CEIN - Creative Educators International Network

Volume VIII, Issue 3

A Dialogue to Open Human Potential

Creating a Global Strategy to Cultivate Global Solidarity

Our first-ever Wiki Event was a fusion of ideas and support from around the world. Our theme was Creating Global Solidarity in the Classroom; Nurturing the Desire to Live a Contributive Life and was in response to Sensei's 5th point in his Nuclear Abolition Proposal that the world's people clearly manifest their will for the outlawing of nuclear weapons and establish this as the international norm by 2015 so that it can serve as the foundation for a Nuclear Weapons Convention (NWC) at that time.

Our month-plus wiki event was both by group email and at the same time, held on our Ceinforum wiki, from Sunday, November 14th and through Friday, December 17th. We first studied Jeremy Rifkin’s The Empathic Civilization and the new paradigm shift that acknowledges that human beings are empathic. We can now introduce empathy, not only for each other, our students and communities but also for the world community. We then looked at Daisaku Ikeda’s call for global solidarity and nuclear disarmament and realized that we need to add Buddhist humanism to the international dialogue, so that kindness to others can lead to disarmament. In our sharing we learned what other participants do so brilliantly and so a deep collaboration began. We looked at self motivated learning and Sugata Mitra’s Hole in the Wall studies which show that where there is curiosity and peer support, the most at risk students can thrive and learn all by themselves. In this way, we may not need to teach global empathy or solidarity, we may just need to create the open space for it to evolve.

Finally we sought to bring our ideas together in a way that could create a teaching strategy. We had so many ideas and so many ways of looking at how to teach that it became difficult to see just how to proceed and create an outcome. With the participants and the CEIN planning team working behind the scenes we were able to create what we are temporarily calling a “Dialogue Mandala” or “Mind Map” or “Road Map.” A dialogue mandala is used in the field of dialogue and deliberation to bring people’s most important ideas together on the same page to solve a problem together and ususally done with art or dance. By putting everyone’s ideas together on the dialogue mandala, we were able to put everything we had said in one place. We then sent it around and asked the participants what was missing, or what more needed to be added. We kept adding, and polishing, and below you will see our work. It is a beginning. We plan to create the appropriate concept and resource links over the next few months. In keeping with Ikeda’s Here and Now Moment we will continue this creative action and improve on it over the next five years. Some of us will start using it starting with the new semester. If you want to download a copy of the strategy go to Treasure Chest.

We invite you to take a look, ask questions, and make suggestions too. Enjoy!

Creating Global Solidarity in Your Community for the Purpose of Creating the Will to
Abolish Nuclear Weapons/War over a 5 Year “Here & Now Moment” Period

Buddhist Humanism Resources I:TreaMateri
Nichiren: Principle of Many Bodies, One Mind (Itai Doshin), Principle of Oneness of Mind and Environment (Esho Funi), Principle of Dependent Origination, Principle of the Three Virtues of Parent, Teacher & Sovereign that the enlightened possess
Makiguchi: Education for Creative Living, The Purpose of Education is the Happiness of the Student; Nurture Students to Want to Live a Contributive Life,
Daisaku Ikeda:: Peace Proposals, Daisaku Ikeda’s Philosophy of Peace, Nuclear Abolition Proposal, For the Sake of Peace, Soka Education, dialogues

SGI sites: VOV, People’s Decade, Daisaku Ikeda, Toda Institute, Josei Toda, Tsunesaburo Makiguchi
CEIN “2010 Teaching Disarmament Curriculum”, CEIN Website
CEIN Forums & Wiki Events 2011-2015 /
CEIN Community Resources (teachers experiences)
CEIN Teaching Strategy Treasure Chest (TSTC)
Materials in Other Languages: Portuguese Comments (2010 Wiki)
Nuclear Abolition Proposal
The five declared nuclear-weapon states to announce their commitment to a shared vision of a world without nuclear weapons at next year's NPT Review Conference and to promptly initiate concrete steps toward its achievement.
The United Nations to establish a panel of experts on nuclear abolition, strengthening collaborative relations with civil society regarding the disarmament process.

The states parties to the NPT to strengthen nonproliferation mechanisms and remove obstacles to the elimination of nuclear weapons by the year 2015.

All states to actively cooperate to reduce the role of nuclear weapons in national security and to advance on a global scale toward the establishment of security arrangements that are not dependent on nuclear weapons by the year 2015.

The world's people to clearly manifest their will for the outlawing of nuclear weapons and to establish, by the year 2015, the international norm that will serve as the foundation for a Nuclear Weapons Convention (NWC).
Teacher as Guide: Encourage the other and ourselves to: Reflect on the purpose of life; Broaden our perception of
the world;Reflect on the essence of life; Reveal and exalt human skills; Artist of asking open and inclusive questions;
Stimulate actions and expressions of love, Others:
Daisaku Ikeda’s Paths to Peace: The Path of Self-Mastery, The Path of Dialogue and Tolerance, The Path of
Community, The Path of Culture, The Path of Nations, The Path of Global Awareness, the Path of Disarmament
Over Time -PI’s:Here & Now Moment of Existential Time (5 Year Moment)
2011 Developments
2012 Developments
2013 Developments
2014 Developments
2015 Developments
& Next Steps
Your Personal Strategy
- - - - - - - - -
Other Personal Strategies:
I check, using prayer, my own wisdom, & my circle of trusted educator/friends/ ND/DI, actual proof
Soka Education – I change you change
I improve my power to make a difference in my classroom to and help students live contributive lives
I set up a new direction/vision for the curriculum we are asked to teach to include building towards a culture of peace
Inspire Joy, Wisdom & Courage

Uniqueness of each Person

Student as Sovereign

Global Solidarity, Inter-connectedness & Disarmament

Empathy the Bodhisattva Way


Lifelong Happiness of Learner

Human Security

Nurturing Living a Contributive Life

Non violence, in Conflict Resolution, Language, Unconscious Acts of Violence

Positive Peace Construction

Valuing Life Over Social Status

Defending Life with Courage & Hope

Human Rights Education

Nuclear Disarmament Notes
History, Progress, Nuclear Free Zones, Current News, UN Activities, Field trips -- Meeting the Other, Others:
lassroom/School Peace Notes
Bully Abolition, Character Development, Classroom Culture of Peace, Positive Changes, Current Reality, Field trips –
Meeting the Other, Others
WORLD Disarmament Resources
Earth Charter, UNESCO, International Campaign To Abolish Nuclear Weapons (ICAN),
the Union of Concerned Scientists, Others:
Teaching Resources
Jeremy Rifkin:The Empathic Civilization, Sugata Mitra: Hole In the Wall, Others

You can read this newsletter online with the Teaching Strategy and comment by going to our website:**www.ceinonline.org****.** If you need a new password please contact Constance Haig at **constancehaig@gmail.com** .

The CREATIVE EDUCATION INTERNATIONAL NETWORK is a volunteer project created to inspire educators who are implementing Value Creating Education in different ways. Through deepening our own understanding and compassion, we are determined to lay the foundation and construction of a United Nations of Education and so open the potential of all people. To be added to the mailing list or removed from it, or to receive back issues, please contact Stephanie Tansey at tansey@usa.net.


CEIN - Creative Educators International Network

Volume VIII, Issue 3

A Dialogue to Open Human Potential

Living the Moment by Stephanie Tansey

At the 2010 CEIN Spring Online Forum I May 8th – 29th, we studied a passage of the 2010 Peace Proposal that ultimately changed my practice which changed my life.

We must remember that there is always a way, a path to the peak of even the most towering and forbidding mountain. Even when a sheer rock face looms before us, we should refuse to be disheartened, but instead continue the patient search for a way forward. In this sense, what is most strongly required of us is the imagination that can appreciate the present crises as an opportunity to fundamentally transform the direction of history. By mustering the force of inner will and determination we can convert challenges into the fuel for positive change. (PP2010)

This was part of a larger discussion about the here and now moment, something that Daisaku Ikeda connected with Nichiren's analysis of the Lotus Sutra: "In the word 'since' (irai), the element i (already, or having passed) refers to the past, and the element rai (coming) refers to the future. And the present is included in these two elements i and rai." [12] The present may seem to be nothing more than an instant in the flow from the past toward the future. But Ikeda writes that “in this present instant is a genuine reality that comprises the infinite past and the limitless future. That reality is the font of life’s deepest and most essential strength, and it is this strength that, while being constrained by the past, brings forth new hope for the future. In this sense, now is the starting point for everything. The here and now is the foundation and pivot, the alpha and omega, of all aspects of human activity. If we lose sight of this and base ourselves in a virtual world, we end up the slaves of the very technologies which we ourselves created, oscillating uncontrollably between euphoric economic bubbles and despairing panics. Reality will be eroded and consumed by its virtual counterpart. A key function of religion is to help people replant their feet firmly in the here and now, enabling an out-of-control civilization to realize its needed course correction..."

I live in Beijing again. I teach a transformative communications program based on the Earth Charter, which includes dialogue skills and community-building skills which I gleaned from the philosophy of peace of Daisaku Ikeda. It has been very successful in Israel and Nigeria so I have been retuning it for China with the help of two students. One was a former student at the New School of Collaborative Learning which I helped establish in Beijing in the nineties.

Since January 2010, my Chinese colleague and I have been setting up to help China and the world communicate better, and at the same time awaken the next generation of Chinese to want to create the solutions to the environmental problems of the world. I saw that this mission was inherently one that only I, it seemed to me, could fulfill based on my long history in Asia and China, and the training and development of my life up until this point.

I arrived in Beijing in January 2010 and we moved into an apartment in February. In the middle of March I came down with what I thought was a vicious virus which ran its course in twenty-four hours or so. It left me, however, with some pain in my lungs. Over the next month my health seemed to get better and then I would get a slight fever again, and my constriction in my chest never seemed to go away completely.

Finally I went to see the doctor in early April because I and my Chinese colleagues were launching a new series, “The Lu Xun Inter-civilizational Dialogues” on April 11th and didn't want last minute health problems. The doctor agreed it was a virus and took an xray to be sure I didn't have pneumonia. However he did a EKG test because I said I was having difficulty walking up stairs. It came out stressed and so he said I should come for a repeat in two weeks.

The dialogue event was a success. However I still was not feeling right. By this time the CEIN Spring Forum had started and we were studying the Peace Proposal. We had a rich discussion about the “Here and Now Moment.” Sometimes you need successive Here and Now Moments in order to resolve a problem. The resolving at all times is up to your determination.

I decided that NOW was the time that I resolved the problem with my health. I walked into the clinic and said that I needed to see the doctor right away before my EKG test. I was able to see the doctor right away, we went over my symptoms and he had me take a simple lung test.

I did poorly. I did a lung function test. Again I did poorly.. I saw the pulmonologist the next day. I had a CT scan of my chest and it was apparent that I had something serious. So even though I am not the kind of person who barges into doctor's offices, I had done the right thing. This was my first step in restoring my health – unveiling the reality of my situation.

The pulmonologist suggested that I have a biopsy of the lung to determined what exactly it was that I had. My lungs were inflamed and the question was how serious the scarring and the damage to the lungs. The choices were very very bad to mild. He said he did not believe it was the worst scenario but we needed to make sure. He told me to turn off my humidifiers. He said many new lung problems are the result of poorly cleaned humidifiers. I went home and turned off the humidifiers next to my bed and in the altar room. I immediately began to feel better.

My husband and I went to have a second opinion and that doctor was so sure that I had the worst of the possibilities, dead in five years, that he wouldn't charge me for the visit. I decided then and there on the biopsy and talked with my children that night.

How was I going to find the way forward out of this, face my obstacle and fulfill my mission? What was the true reality going to be? Ikeda says in his peace proposal “in this present instant is a genuine reality that comprises the infinite past and the limitless future. Where was I going to discover this this limitless future?

I am not someone who is normally ill, and when I am, have always managed to find a natural cure for my health problems. I immediately spread out a net to doctors of different perspectives. I contacted my nephew Eric Dimartino, a dedicated chiropractor, who believes deeply in the body's natural ability to heal. I also went to a Traditional Chinese Medicine doctor (TCM).

I read my favorite passages from Unlocking the Mysteries of Birth And Death: Buddhism in the Contemporary World about how Buddhism understands the body and the true aspect of our lives which are of infinite potential and cosmic scale. I needed to marshall my mind and body.

“...whether it is because by internal disharmony, earthly desires or karma, what ultimately matters are our attitude and our ability to mobilize life's innate healing power. The cultivation of the healing power depends on our individual will....our willpower affects also our body's ability to produce natural “medicines.” in the form of hormones, enzymes and antibodies, which the body marshals to combat negative influences and preserve life. Willpower thus has a major part to play in helping us take full advantage of our own native healing abilities.

“'Willpower' in this sense refers to the depth with which we can grasp the true aspect of our lives, which are, in the world-view of Buddhism entities of infinite potential and cosmic scale. This type of willpower derives from our absolute confidence in the vastness of our existence, our irreplaceable mission and our responsibility to this world.” 80-81.

There is much more to Buddhist medicine than these two principles – compassion, creating harmony between all five components and other important points but these two were what I needed to approach my “limitless future.” Not only would I consult the western and eastern thought but also use Buddhist medicine’s approach to illness and health. How wonderful it would be if everyone could realize the great wisdom and compassion of Daisaku Ikeda and use the Buddhist approach to medicine. The day will come when even without practicing, many will be able to be helped in this way, physically and spiritually. And I wanted to help.

After the biopsy was performed I went on a steroid as we waited for the lab result. I continued my own efforts at regaining my health. We went for walks in the gardens of Beijing. I got adjusted by a chiropractor. I began using a natural TCM steroid. Ultimately I went off the western one because of side effects and kept up the natural one and was off both by July.

My nephew Eric had told me that chiropractic medicine looks for the cause of a disease and was wondering what had inflamed my lungs. The pulmonologist at my suggestion said to see if there was any mold in the house. We discovered that there was mold in the bathroom where I dried some of our clothes!! I wrote to Eric to tell him.

That night I began to chant very concentrated daimoku (of course I was doing at least two hours at this point) trying to make each moment a moment of enlightenment for myself.. After thirty minutes of this deep daimoku I looked at my email and saw a reply from Eric. He was ecstatic.

“I never thought I would be so happy to discover mold which can be so very deadly!” He emailed me back. My nephew chiropractor had said that it is important to know the cause of an illness. He emailed me back and said, “You are not still in the same apartment are you? This is your life we are talking about! Get out of there!”

It was at 11:30 at night. I was in my nightgown. My husband was away. I decided he was right and was a response from my daimoku. I called my Chinese colleague and went to stay with him and his family. As soon as I walked into his apartment I felt much better. The air was definitely cleaner. Bob’s and my stay with him would be for two and a half months. His wife literally helped me recover my health and gave me special foods that were good for the lungs.

This was during the two weeks that we waited the results from the biopsy. What I had they said was the very worst. The doctor sent it back again for a second opinion and again, after two weeks it was again the very worst. During this month I continued building my programs, teaching students to communicate deeply, rewriting my curriculum, and continuing my Gakkai activities. I noticed that my ability to help members and students got better and better.

Finally the doctor sent it to a different hospital – one that had many more cases of these special types of lung diseases. This one came back with one of the mild versions - hypersensitive pneumenitis (HP). HP is caused by an allergic reaction to something. In this case it was the mold in the apartment which had also gotten into the water in the humidifiers. So once I left the apartment, my body could stop reacting and begin to heal.

We happened to have scheduled a business trip to Berlin. I went to see a specialist at a lung center near Berlin who confirmed the diagnosis. We also went to London where I was able to attend meetings and go to Taplow Court get recharged.

Now I had chiropractic, modern medicine and TCM all supporting my health in their particular ways. I made sure that I didn’t disparage any of them and cultivated respect for all of them. Bowing to the buddha in them created greater respect for my decisions.

On August 2 I had another CT scan and it still showed scarring but little improvement. I was told to monitor myself by the western doctor and come for a pulmonary function test in early September. I was very disappointed.

I thought for sure that with all of my determined prayer, compassionate actions and study that I would be able to show clear actual proof of the value of Buddhist medicine. However I realized that there was not enough actual proof because I had not really developed my belief in Buddhist medicine. I had only understood it intellectually. I redetermined to forge my faith. I departed Beijing for three weeks in the Washington, DC area and visit my sister and Eric in Detroit.

Being off all of the steroids was great at first but then unnerving. Exactly what was I monitoring for? I arrived at our home in D.C. during a particularly hot spell and a torrential rainstorm which caused flooding. Soon I was feeling tightness in my chest. I have to say I was not a “good” Buddhist. All the strength and determination that I had had fighting off the “worst case scenario” seemed to have disappeared. At night I despaired. Where was the valiant Stephanie of a month ago? My fundamental darkness was like a black hole. Where was the path to the peak?

I would then get up, turn on the lights, and reread the sections in Unlocking or my We must remember that there is always a way, a path to the peak of even the most towering and forbidding mountain from the peace proposal. Chant daimoku and fall asleep with my beads in my hands. This struggle, with ups and downs, continued for two weeks.

Finally I got an email that my doctor in Beijing would not be able to see me in early September so I should try and get this pulmonary function test in D.C.. before I came back. Well this is where the rubber would meet the road. The test would determine the strength of my lungs. If there were less power, it would mean that my body was not self-correcting itself. I dreaded doing this test, since I was sleeping in the same house in DC

I continued to chant and self-reflect. Why was I having such a problem believing? After a lot of daimoku, I realized that I needed a deeper practice. Where was that trust, of feeling that I and the universe was one? I needed some substantial change in my life.

Then it came to me. Oneness of mind and body had always been out of balance. Without this oneness, my life cannot center on the Law. I had based my practice on determined daimoku not on my life (although I thought I was). This is what Myo – revealing the true aspect of my life, meant. Without this deep of centeredness, my resolve, for my health, my mission, would always be weak. With a weak resolve would be a weak connection to Nichiren and Daisaku Ikeda. I started chanting to feel my Buddhahood. Sure enough. I could feel my essential me warm and vibrant as I placed my hands, mind and body, together in prayer. What a joy to chant this way. I could feel my life open up. I could feel my life force well up just like Ikeda says.

The next day, the day of my test, was full of problems that needed solving before I left to fly back to Beijing. Sure enough, by centering myself on myself I was able to get through all of these errands by being the master of my mind with aplomb. I got to the doctor’s consultation room and chanted and bowing to the buddha nature of the doctor as I waited for him.

He was great. He listened and confirmed that I was correct with all of my decisions. He said that my tightnesses was not my lungs but my immune system that was still recovering. This time the battery of tests were much more extensive. I could already tell that my lungs were stronger. Indeed all of them showed that I had made significant improvements this last month. 80-83% (from 68-74% over two months) capacity which is the lower end of normal and the more will come as I exercise, eat right the greater my lungs and my immune system will get.

I really feel that I enabled my body to heal itself. Thanks to all the help from my dialogue with all of my doctors, but also because as Daisaku Ikeda says, willpower and belief in my limitless potential healed me. Good Buddhist medicine really matters.

I am now more centered, which keeps me deeply resolved and more infinitely connected -- funny thing is that even before I even saw the pulmonary doctor in May – I had come to the conclusion that my resolve was not deep enough to achieve what I need to fulfill my mission here in China. I deeply prayed to develop it. Now I have the resolve. I can make my mission happen.

How has this affected my goals in my work? As I continued to work on my illness, doors began to open. I now work helping China communicate with the rest of the world. My program, which includes the Earth Charter, has also been welcomed enthusiastically at Beijing Normal University’s Environmental Education Center and I begin teaching this fall. They have placed environmental curriculum in all of the provinces but it just sits on the shelves. My program will help teachers teach and connect with students. Millions of students will know about the principles of the Earth Charter. People want to use my model in a variety of places and ways.

Because CEIN discussed the peace proposal, I found a way to grow and fix something in me that was crooked. InThe New Human Revolution, v 2, Shin’ichi says, “Ultimately, the ability to find capable people depends on whether we can see others’ strengths. And the only way to do this is to develop our own life-condition. My mission depends on finding capable people.

What is happening to individuals is a reflection of the state of the world Buddhism says. My illness was caused by living in a polluted urban environment. In today’s world, we need to be in the driver’s seat of our health. As an educator I need to help students believe they can find their way forward no matter what. This is a kind of medicine for life. I can help them discover how to live in the here and now, in the moments of reality and tranform problems. ...what is most strongly required of us is the imagination that can appreciate the present crises as an opportunity to fundamentally transform the direction of history,(2010 PP) Ikeda says. Students who can appreciate that they can change history. Now that is education.

You can read this newsletter online and comment by going to our website:www.ceinonline.org. If you need a new password please contact Constance Haig at constancehaig@gmail.com .

The CREATIVE EDUCATION INTERNATIONAL NETWORK is a volunteer project created to inspire educators who are implementing Value Creating Education in different ways. Through deepening our own understanding and compassion, we are determined to lay the foundation and construction of a United Nations of Education and so open the potential of all people. To be added to the mailing list or removed from it, or to receive back issues, please contact Stephanie Tansey at tansey@usa.net.

Newsletter - Volume VIII, Issue 2

A Dialogue to Open Human Potential

Forum X: Towards a New Era of Value Creation; Creating a Treasure Tower Forest with our Mentor through Soka Education

This year’s Spring Forum was again rich and full of thought. We brainstormed about the meaning of the most difficult passages of the 2010 peace proposal, learned more about the life of value of T’ien-t’ai and dealt with the Moment. Then we discussed how to better bring disarmament into our classrooms, and how to open the new era of dignity in the workplace for women. We also discussed our treasure, the children we teach.

We have great outcomes which we hope you will find useful. To see our 2010 Peace Proposal Ideas in Action and our Ideas for Teaching Disarmament please see attached. All of these can be found on our CEIN website (www.ceinonline.org)

The 2010 Peace Proposal
We first grappled with the key elements of the Peace Proposal: What is the here and now moment and how is it connected to the smelting furnace of spiritual struggle? How do we bring back the language of the good and use it to steer the world into the new era?
Following are some of the specific comments and contributions:
Daisaku Ikeda links "irai" (the past and future that is part of the present or the here and now) to Jose Ortega y Gasset (1883-1955) concept of "metaphysical hesitancy" and then to Shakyamuni's hesitation to teach the Law after he attained enlightenment. The here and now moment is both a moment in time but also can be more than one instant. For example the time it takes for you to get into a situation and then find the best way forward. I realized that this is exactly what I need to help me understand the moment that I am facing right now: How to move forward in my life to create the most good, based on the realities of what I have learned and experienced so far. You could even say that I am experiencing "metaphysical hesitancy" everyday, which I guess is why when we face great obstacles we do the most human revolution. It's really encouraging to hear that Daisaku Ikeda says that what I am experiencing is not a lack of resolution. I am resolute, I just don't know what to do, Again these amazing words from Gasset: "It indicates rather the source of energy to reject all fixed conceptions and to strive to find the good from within a state of tension marked by a 'tremulous vibration.' P 15 "

As Daisaku Ikeda mentions at another place in the peace proposal, this action can take myriads of forms, depending on the individual. And it is not predetermined. We choose our mission moment to moment. In other words time and space are flexible. Native Americans and others talk about this as well. Not "go" but "going" for example. Could there be like a "cause until the effect manifests" definition of moment as well?

Time can stand still when undergoing human revolution...like a string of moments in one time essence! Yes, indeed this takes courage and this we can transmit to others! This is why the here and now point is so important. It is kind of a like a jump start, as Daisaku Ikeda says, for a civilization that is spinning out of control. Of course this is why we are here in this here and now. We the treasure towers, are the jumpstart!

Time -- to do the right thing for the time. This is where Daisaku Ikeda really understands knows a lot and we need to learn how to discern the right time as well, In the New Human Revolution Daisaku Ikeda writes about why he turned down the permission to propagate in China. He believed that if, through sincere and open dialogue, Chinese leaders came to appreciate the principles of compassion and the sanctity of life articulated by the Daishonin's Buddhism, these principles would come to be reflected in all aspects of Chinese society without actually spreading the teaching. After all, both the principles of "three thousand realms in a single moment of life" and "the oneness of life and its environment" had originated in China. This is Daisaku Ikeda’s knowing the right way to teach at the right moment.

In Montessori, and probably in most educational philosophy, we speak of a "teachable" moment. When we face obstacles, these are also teachable moments in the world of faith.
This reminds me that the mentor-disciple relationship is not something that can be imposed. The cause was made in a teachable moment. In the same way, the effect we have on others is in one "teachable" moment continues to unfold and evolve in the future.

Language of good values
Daisaku Ikeda's stresses the critical call to add the language of good -- courage, nobility, integrity, and other values back into our daily conversations so that these "goods" will become extinct. This is really a place where SGI members can really help. We can bring these values and others back into our discussion meetings and in discussions with students. This is certainly a noble way to use our lives.

Students in the United States are surrounded by language that is very aggressive and often demeaning, as well as being cynical about human beings. I have seen the resistance to the language of beauty among students who think this makes them weak. But boys in particular seem to rely on language to establish their strength, especially among peers. These dynamics made me very aware of how I need to use my own sense of justice in language and through my voice make students aware of these negative causes.

Gorbachev had the qualities to lead the Soviet Union to perestroika. “Gorbachev learned to substitute argument for violence." Daisaku Ikeda says he was a gift to the world from the women who raised him and the calm father who finished shaping his character in adolescence.

Many people around the world moved away from human values the moment that the more technological values seemed more useful. Perhaps we have this effect because the human being a social being - above all, and wants to be accepted in the world. Such an inversion of values has been sustained in many communities. We need to value trust and feelings that distinguish us as humans and become the phenomenon that we are.

Daisaku Ikeda focuses on: teaching us to reveal the absolutely true aspect of reality inherent in human beings.
On T’ien-t’ai
I always find it remarkable how the seed of truth was passed in Buddhism across time and space, as illustrated by how the brilliant mind of the young student, T’ien-t’ai, found the path to his teacher Hui-ssu. "He became convinced of the superiority of the Lotus Sutra and became the disciple of Nan-yueh Hui-ssu (Nanyue Huisi in Mandarin pinyin)) (515-577). Hui-ssu greeted him with these words, ”Long ago we were together on Eagle Peak and listened to the Lotus Sutra. Now, pursuing those old bonds of karma, you have come again.” After fourteen days under his tutelage Zhiyi (T’ien-t’ai) entered into a state of complete concentration and became enlightened to the true meaning of the Lotus Sutra, an event that came to be referred to as his enlightenment on Mount Ta-su. This enlightenment signified that he had received the sanction of his teacher and that his understanding was now on the same level of his teacher."

On the other hand, T’ien-t’ai left the first place he taught after studying with Nanyue, because he realized the disciples there did not grasp his doctrines. So, he ends up in a mountain range near the seacoast, Mt. T’ien-t’ai, where he experiences more obstacles in the form of "demons attacking." This event marked a major step in his spiritual development, representing a final proof that the road to understanding that he had been traveling was the correct one and that he should henceforth work to spread his teachings with diligence and compassion, fully assured of their validity." Like Nichiren at Sado, where he writes of himself as having died at Tatsunokuchi and been reborn on Sado, T’ien-t’ai's enlightenment to the Law did not end with the "sanction he received from his teacher." (or what was passed to him at that time.) The same could be said of the path that Toda walked after his enlightenment in prison, and the challenges he faced in teaching the Lotus Sutra, as well as rebuilding the Soka Gakkai. Our greatest mentors have shown us the way to spiritual development, by overcoming obstacles in a "teachable" moment that unfolds into the future. (The Flowering of Chinese Buddhism, 103-110)

Our Struggle to bring up Disarmament
How do we help our students learn to see the here and now present in their own lives? And how to connect so importantly the needs of the world around them? What are other ways we can help students to activate their own powerful influence on disarmament and help Daisaku Ikeda realize the dream of his mentor Josei Toda? He mentions Hugo’s inner confrontation and dialogue (contemplation, self-questioning and soul-searching).

When discussing the subject of disarmament/arms with students it is important to promote reflection so their responsibility to the world is allowed to rise from within. Such recursive thought will expand the mind and consciousness. Living in a state of life based on experiences will help students to keep this state of life. Students will want to spend more time with you, and spending time with you they will learn to maintain the strength to keep this spirit in their life and transform their homes into loving homes.

To conquer disarmament means to make the decision to keep peace in our hearts and to build confidence in others and reinforce this with our actions. Here we have a key to disarmament. Each time our actions keep this connection, we show our actions are perfectly consistent with what we say and feel. We disarm one by one.

Our lifestyle can keep us from growing human values. Dialogue with our students and the people around us about inner transformation is a fundamental step in the process of kosen rufu. After all, society is what we make of it. Everything depends on our willingness to confront the problem in front of us. Salient also is our ability to inspire and support others to act with the same intent. In the process of becoming more and more capable of this, all of us will see more and more victories reflecting what we learned from our study of the thought of T'ien-t'ai.

Towards an Era of Human Dignity
Human Dignity is an important key. Only last year studying with Mr Saito in Milan did I realise this was Daisaku Ikeda’s way of describing, in contemporary terms, the word Buddha.
Dialogue has been my number one struggle and victory this year. I try to constantly row in the direction of the other person's heart - totally, lost most of the time; and to fight my own attachments to what is right or wrong. I want to continue learning from my mentor what it means to unite all things, bring together all people and things.

I think that Daisaku Ikeda’s focus on dignity of the workplace is a very practical and tangible goal that is incredibly important. It is something everyone can work toward. Not all of us can have the spiritual guide of Buddhism to keep us going. Everyone can unite, however, with the idea that humans are more than organic machines. Now we can turn our efforts into concrete discussions with our students -- and revive (myo) their hearts -- after the imprisonment of their hearts in this greed-based world.

When the human being "produces", he creates and transforms the world. Work offers the possibility of expansion and creation in the world. Where do we see this work expand and transform our minds? When man doesn't produce, he dies. When we observe the labor market, what, as educators, can we see? What is the competitiveness for? The competitiveness must serve humanity. The competitiveness should focus on promoting the coexistence of union and friendship. Making people praiseworthy is the most direct route to everything changes. "Everything changes around a new behavior that is preserved."

Education of Girls
I wanted to share a fact that I learned the other day. There are 558 words in English that express emotion, as quoted by the authors of the book Switch. What interested me is 62% of these words are negative. The majority of our emotive words are negative. Yet another reason for our diligence in finding language that expresses encouragement, especially when we are discussing the empowerment of girls.

Children As Treasures
One main point that President Tsunesaburo Makiguchi made (www.tmakiguchi.com) is that the goal of life is happiness, and so the goal of education is happiness. He felt it was his duty as a teacher to show students that discipline in study is done with this objective in mind, and for that reason we need to change the paradigm of the tree (hierarchical and compartmentalized knowledge) to the rhizome (interconnection of knowledge), fostering transdisciplinary earning.

You can read this newsletter online and comment by going to our website:www.ceinonline.org. If you need a new password please contact Constance Haig at constancehaig@gmail.com .
The CREATIVE EDUCATION INTERNATIONAL NETWORK is a volunteer project created to inspire educators who are implementing Value Creating Education in different ways. Through deepening our own understanding and compassion, we are determined to lay the foundation and construction of a United Nations of Education and so open the potential of all people. To be added to the mailing list or removed from it, or to receive back issues, please contact Stephanie Tansey at tansey@us

CEIN SPRING ONLINE FORUM is about to start!
The theme this year is:Towards a New Era of Value Creation; Creating a Treasure Tower Forest with our Mentor through Soka Education. It will run from Saturday, May 8th through Saturday, May 29th. To register, please contact Stephanie Tansey at tansey@usa.netHere is our agenda:
Week One: Theme Introduction and CEIN Community Updating and Meeting New Members
Week Two: T’ien-t’ai’s “One Moment,” and the Here and Now of the Peace Proposal
Week Three: "Our Spiritual Struggle” of Bringing in Disarmament into the Classroom: Teaching Here and Now to Others;
Week Four: Toward an Era of Human Dignity in the Workplace, Girls Education and
Protecting the Lives and Living Conditions of Children, PP Points for Discussion, and Conclusions
Come join in this wonderful international dialogue between educators in the SGI and discover you have friends and colleagues everywhere around the world! Our website is in many languages, and we will help you navigate the technology!

Stephanie Tansey and the CEIN Planning Team

1. Get ideas from the SGI Quarterly – the short articles are great
2. Create a festival
3. To have the attitude as Ikeda says, "Universities exist for the sake of those who never have the opportunity to attend them.” If we could bring peace to the lives of our children I am sure they would lead us all to a nuclear free world.
4. Create projects such as food locally and globally. Have students write a personal statement about their experience to go with the photo display - send the whole thing to a food NGO
5. Create collaboration in the classroom then help each student become collaborative in his own neighborhoods or family.
6. I am teaching a class I developed called Curiosity for Strategists J 457 that the University of Oregon let me invent. I am going to give the students the points from Sensei's proposal. Mainly I want them to think about why we have such weapons, are they necessary and what can be done to get rid of them? then we will discuss the ideas in class Re ideas on helping students think about disamament;
7. This week I met a student who just came from China and never heard about the SGI. But he knew Daisaku Ikeda very well. How? His works are extensively studied by the students from his university! So this is another way of teaching peace I'm goiing to start now, by promoting his thoughts on peace in the classroom.
8. I work with adult people from all over the world, many from warzones like Afghanistan, Irak,
Somalie, Soudan etc. The task is to help them to integrate in the Dutch society. In the curriculum there are many aspectsI don't like, for example to force our values upon them, while not taking account of their values.But I anyway try to turn it around. One of the subjects is to teach them opposites in our language, like happy, unhappy or heaven, earth, hundreds of them. I just add one word to the list: 'war' and .............a big silence....How come they don't know the word 'peace'? Through this I learnt that they simply never learnt about peace. War came to them and they are victims or sometimes perpetrators, but they did not realise that peace is also the result of action. From there I ask them to start a dialogue with their neighbours and to relate their experiences to the other students.
9. Part of what I teach is intercultural capacity building. Right now my Chinese student and I learning how to Chinese and Americans have been collaborating for many years. We just didn't know it. We learned that Thoreau read Confucian (and Buddhist) teachings and deepened his understanding of nature because of it and On Walden Pond is one of the effects. Today China is beginning to fix environmental degradation because the American environmental movement influenced China. See more on Day Three Discussions.
10. when i was teaching middle school in northern california, i enjoyed bringing the "model U.N." concept into my classroom and networked w/other teachers that were doing the same. the "model U.N." gives students the opportunity to be "active" participants in supporting a particular countries needs. it is of course much more elaborate to plan and in most cases the "prep time" for both teachers & students is the real sustenance of the this particular "model", it is the "journey" after all. i was amazed at how much interest the middle school students had in a "mock" model U.N. and most of these students today are making a difference in the very countries that they were back then passionate about saving!
11. Focus on the value of girls when you teach nuclear disarmament. How mothers have the ability to rear their families without as much poverty -- this will create fewer angry terrorist bombers and crazy heads of state.

PART TWO How can CEIN help you?
Let's make a list of the possible ways CEIN can help you connect your students more deeply to nuclear disarmament. Teachers are busy people so tell us what you could use. Here are a few ideas so far - you can tell us if they'd be helpful and/or suggest others. You can add these comments by EDITING or POSTING ON THE DISCUSSION TAB ABOVE.

  • have a center for news updates on the nuclear disarmament. Many countries carry these news items or have NGOs which do. In the US we have the Institute of Peace website www.usip.org which is federal but also the Carnegie Endowment for Intenrational Peace www.CarnegieEndowment.org. Carnegie is following the current intensifying topic with suggestions about how to make it happen. We could also upload current news items as we head towards the important May meeting
  • have book discussions on our wiki on Choose Hope, Your Role in Waging Peace in the Nuclear Age by David Krieger and Daisaku Ikeda, or on Towards a World Without Nuclear Weapons by Daisaku Ikeda
  • The Peoples' Decade for Nuclear Abolition is the SGI's public service website. www.peoplesdecade.org
  • create a booklet of our experiences and best practices over the next five years for teachers and send it also to Sensei.
  • Have Sensei's Peace Proposals and/or books on Nuclear Abolition discussed/studied along with Nichiren's writings in our Discussion Meetings and have our fellow members more aware of this part of our mission. Some people in the organization never read a Peace Proposal.
  • I would reiterate doing an "active" lesson within the classroom using CEIN "live". we did a similiar tracking in my 4th grade class a few years ago when the Hawaiian sailing canoe "Hokule`a" was sailing down to the Sadawal island in Micronesia. we did a "live" tracking that enabled the students to talk w/the crew and ask questiions about location, weather and navigation. students love "live"!!
  • It would be interesting if we had a web site of CEIN with a clock indicating how many hours (or days) are missing for the total elimination of these weapons, a countdown to 2015. A world map with the cities of Hiroshima and Nagasaki at the Center. This site could have an area for suggestions, an area indicating political actions that are going against or for the elimination of these weapons. Perhaps the map could indicate the zones free of nuclear weapons, and the areas that have nuclear weapons (here include all countries that have not yet declared flatly against these weapons). It could have an area for students / youth of the world who reported their experiences (as in Brazil the MOIMENTA Scholar for Peace (MAP). Last year, from October 2 to January 2 this year was the World March for Peace, it would be nice to make more and more actions that seek the exchange of people around the world. Perhaps this web site could become very present in the lives of students. Michel Nader


If you look on the list of topics to the left in the column located directly under Home. Click on a title. You will first see the Page which will have the summary of the discussion on that subject. Next go to "Discussion tab" for that section and this is where you can leave a comment (if you are a member). You are welcome to look at all topics. Below is a video of how other people use wikis. CEIN is very new to wiki-dom, so please feel free to suggest and please be patient with us!

Non-English writing Educators: You can change the whole site to your own language. This function is located in column to the left where it says: Select Language.

AND PLEASE WATCH THIS VIDEO to see how to navigate our wiki: