PEACE INTEGRATION SUMMIT DECLARATION CUMIPAZ-2015

We, citizens of the world, participants of the Peace Integration Summit, CUMIPAZ, initiative carried out by the Global Embassy of Activists for Peace, from November 3rd to the 7th, 2015, in Santiago, Chile, have worked on a consensus Declaration, after the expositions, lectures and debates held during this Summit, within the framework of the following areas: Judicial Session, Educational Session, and the Diplomatic, Political and Parliamentary Session.

            This Declaration contains a series of proposals that are to be submitted to multilateral organizations, national and regional governments, and in other conventions and social, economic, and political summits, in order to achieve: the strengthening of a justice for peace through the respect of human dignity and fundamental rights; the effective prevention and punishment of genocide and other international crimes; the democratization of the Security Council of the UN; the establishment of a comprehensive Education based on principles and ethical, moral and spiritual values; the recognition of the three pillars of sustainable development: social, economic and environmental, and the implementation of actions to meet UN global Objectives  of Sustainable Development; strengthen the role of the States to achieve comprehensive peace and happiness through the promotion and defense of Human Rights and the Rights of Mother Earth; the proclamation of Ecocide as the maximum crime against Mother Earth; the mitigation of climate change and the promotion of clean energy to counteract it; to defend gender equality and a greater participation of women in governmental decisions regarding peace and happiness for human beings; and the use of dialogue and negotiation as essential tools of diplomacy and international relations.

To these ends, we have agreed that:

2015 CUMIPAZ DECLARATION

Based on the thematic lines and objectives set by the Global Embassy of Activists for Peace in this edition of CUMIPAZ 2015, for the achievement of which we agree to undertake all possible effort, peaceful and in right, on political, legislative, judicial, social, educational and economic areas, to the various national and international authorities and relevant agencies:

1. For the prevention and punishment of the crime of genocide:
   1. Update and strengthen the mechanisms to prevent, report, prosecute and punish genocide, any serious violation of human rights and all types of discrimination.
   2. Review and promote the amendment of the Convention on the Prevention and Punishment of the Crime of Genocide, and the Rome Statute, in order to extend protection to other human groups excluded from the definition of genocide, such as political groups (politicide or the extermination of political groups); and the consideration of other genocide behaviors excluded in those international instruments (such as ethnocide or cultural genocide, forced pregnancy, etc).
   3. Review and propose amendments to the national laws in those countries that have not yet criminalized genocide, to define in their respective Codes, such as ethnocide and ecocide.
2. Towards the democratization of the UN Security Council and the right to veto when it comes to preventing or counteracting genocide.
   1. Develop, promote and present proposals to the UN for the democratization of the United Nations Security Council, such as increasing the number of member countries of the Security Council.
   2. Develop, promote and present proposals for the elimination of the right to veto when it comes to establishing measures to prevent or counteract genocide to the UN. If not, if the right to veto survives, develop, promote and present proposals for democratization, so that the veto is adopted by a majority.
3. Towards strengthening the International Crime Court and the Prosecutor of the International Criminal Court.
   1. Develop, promote and present to the UN and various international organizations proposals to strengthen autonomy, independence and effectiveness of the International Criminal Court (ICC), limiting the authority of the Security Council to request the ICC to suspend or refrain from initiating an investigation as provided in Article 16 of the Rome Statute, so that the application is assessed by the judges of the ICC and decide according to the reasons given by the Security Council.
   2. Develop, promote and present to the UN and various international organizations, proposals to strengthen the autonomy, independence and effectiveness of the Prosecutor of the International Criminal Court; including creating regional prosecution offices dependent on the Chief Prosecutor of the International Criminal Court, thus preserving independence and autonomy of that investigative entity.
4. Actions for the establishment of a comprehensive quality education system, based on respect for human dignity and the practice of values and ethical, moral and spiritual principles.
   1. Establish new paradigms of an education for peace, based on the comprehensive development of the human being in their heart, spirit, and body.
   2. Promote the teaching of human rights, respect for otherness and human dignity, within Higher Education.
   3. Promote the incorporation of Chairs in Education for Peace as part of the academic curriculum in Higher Education.
   4. Promote recognition of Mother Earth as a living being, respect for its rights and education for sustainable development in Higher Education.
   5. Strengthen the International Alliance of Universities for Peace (ALIUP) as a means to boost in the current Higher Education system the building of a culture of peace.
   6. Emphasize the values and interests that energize college life, the elements of identity, cultural expression and the multidimensional human development.
   7. Establish strategies to demonstrate pedagogical approaches that allow the practice of values and the development of a transformational leadership during training in Higher Education.
   8.  Consolidate an education in holistic historical knowledge about the phenomena’s and the socioeconomic and political development of a society. Education, also founded on solidarity, tolerance, equality and human rights.
   9. Meet the demands of a university that becomes the stronghold of the essential values of the spirit, in the driving force of an ethical and solidarity movement that seeks intelligence in that sense of solidarity and commitment; that is open, inclusive, dynamic and diversified; that transforms into an engine of integral development; that promotes active civic participation.
   10. Allow universities to finally become the seedbed and guardian of tolerance. Tolerance understood as respect, acceptance, appreciation of the rich diversity of our world’s cultures, of our forms of expression and the different ways we have of being human.
   11. Lead the route to an Education for tolerance, based upon the Culture of Peace, to counter the influences that lead to fear and exclusion of others because they are different; above all helping young people to develop their capabilities for independent judgement, critical thinking and ethical reasoning.
   12. Develop leadership skills in students, conflict resolution, critical thinking, communication, as well as proactive listening, influence, the resolution of not only national, regional but also global issues; the ability to discuss and to write, present their lectures, and get different resolutions.
   13. Search for studies that help demystify the prejudice that we have mainly formed through media, and that have created a rejection of collective groups, immigrants or other cultures. This implies that teachers do an introspection of all those prejudices with the student.
   14. Develop an awareness in students from civil society, from organizations, peace proposals or building different paths, which can contribute to changing short range scenarios or modify violence, which is why we have to show this alternative.
   15. Rethink national identity or excessive national identity. Often times this national identity is affecting regional integration processes; an idea of a closed and exclusionary nation hinders knowledge, exchange and mutual recognition
   16. Encourage student activism, in order to connect them with the problems at a local and national level; for which teachers have to encourage participation or the dynamic educational level, with social organizations, foundations, social movements, nonprofits. In order to internalize the problems of their environment.
   17. Promote in the student the ten basic skills as established in 1994 by the World Health Organization (WHO), which are: self-awareness, empathy, assertive communication, interpersonal relations, decision making, creative thinking, critical thinking, managing emotions and feelings, problem solving and conflict resolution, stress management. Also adding life skills, work culture with commitment and solidarity. What for? To sustain peace as greater good of our society, to allow the development of these social skills, of critical thinking, assertive community, the capacity for empathy, interpersonal relationships of self-knowledge and decision-making; such as self-management skills, adaptability, and the ability to observe, within the framework of the following dimensions to consider: the social, cultural, beliefs, and the economic political dimension.
   18. Consolidate the creation of a virtual space that allows the interchange of knowledge and obtained results between the members of the International Alliance of Universities for Peace (ALIUP); such as a library of successful experiences, of educational experiences for peace.
   19. Allow universities to become more involved within the most affected communities in the country; and that from the University, as important social actors, it can contribute to the solution and improvement of this society that craves peace, development and the overcoming of major problems.
   20. Through Education for Peace, recognize that there is a history, and that this history has been marked by conflicts, wars, which have been generated by monetary, power and domination interests; and in some cases, with the intention of expanding a territory.
   21. Support the University in a community environment pedagogy, of cultural mediation, where the teacher is the representative of this mediation between what happens in history, but also of what can be different; a pedagogy approach to cultural and social reality itself, where students can understand that they are no strangers to the world, but rather know and approach the world in which they are embedded. Likewise, in a pedagogy of personal guidance to ensure that young people that are somehow at a disadvantage achieve the necessary skills to enable them to appropriate the world.
   22. Promote and contribute to students through a process of comprehensive, thoughtful and supportive training; to forge in them: 1) Respect and appreciation for democracy and Human Rights; 2) The dissemination of scientific knowledge, to improve the response to environmental change and sustainability; 3) Culture, that allows for the building of ties, safeguarding and promoting heritage, cultural identity and creativity; 4) The use of democratizing potentialities of information and communication technology; and 5) The awareness that whole is in the part, and the part is in the whole.
   23. To make from student’s transformational leaders, having the following characteristics: 1) They transform themselves; they are in a constant evolution as leaders; 2) They transform those around them and with whom they work; the develop other leaders, create values in people. That is, those who work with them also grow, and enrich themselves, and develop into better people and professionals; 3) They transform organizations, the community and the world; thus they take charge of something, and they take care of it, when they leave, they leave it transformed, it is no longer the same.
   24. Face from universities standpoint a culture of prevention.
   25. Consolidate a comprehensive education, humanist, in the culture of peace and in harmony with living beings and with the planet and cosmos. Not educating in competence without solidarity, not in rivalry but in fellowship, not forming mercenaries but humans in the service of planetary rights. Rewrite history, because until now what we have done is apologize for the crimes against humanity; that is not history but prehistory. Work so that the media that influences public opinion in the planet have humanist content, of comprehensive humanistic harmonious development; and within the culture of peace to understand that the planet is not ours, we are beneficiaries; our life depends on the planet, and we must live in harmony with the planet.
   26. Ensure that Higher Education no only provides skills to the present and future world, but to contribute to an education and ethical citizens, committed to the building of peace, the defense of Human Rights and to democratic values.
   27. Consolidate Higher Education in the process of humanistic, professional and civic education; conducted under the principle of freedom of research, learning, and of academic competitiveness; pursuing the development of the student and oriented to respond to the priority needs of the country through the domain of knowledge in the scientific, technical, artistic and cultural, fulfilling its purpose of the integration of the functions of teaching: research and linking, university-society.
   28. Accredit Higher Education as a strategic tool for the economic, political, social and cultural development of the country.
   29. Conducive of a Higher Education aiming at training individuals responsible for themselves, and also responsible for peace, Human Rights, coexistence and construction of their daily tasks.
   30. Understanding that what is at stake is the possibility of humanity existing, we must pervade that Higher Education is a “wild magic”, that consists in the understanding of a humanism that has centrality to human beings as a collective subject that is built with others and care for each other in the middle of nature.
   31. Face the challenge of Higher Education, which is that of learning to learn. Face the educational challenges from the point of view of cognitive development in an era in which information, communication and knowledge have acquired paramount importance, where you can no longer confine education to a single stage of life, it is necessary that it turns into an ever present element.
   32. That Higher Education is permanently updated: dedicate professional profiles which are ample and consensual reasons of analysis, debates in universities, looking that they conform to the requirements and changing needs of the current environment, the respective profession that social life requires. This is the effort in permanently updating curricula.
   33. That the university be inclusive, a university that shows true will of social integration, socialization and restraint without it simultaneously renouncing the intended academic excellence.
   34. That the axiological role of teachers carrying the banner of freedom, equality, social justice, and other constitutional rights and guarantees is recognized; giving permanent testimony and defending in any field these principles and values against aggressions, authoritarian threats or abuse of power they may confront.
   35. Recognize that the Higher Education system requires profound changes in its key areas; structural changes that guarantee professionals able to understand their commitment to a society that demands greater justice, equality and opportunity; understanding its function of positive change towards a more humane community.
   36. That a state policy for public education and scientific research be formulated; and that the nation education system is reformed from its very foundations; this reform must start from our educational experience.
   37. Recognize that education is not a company, it should not respond to market forces. It must respond to the basic right of quality education for every human being and to the needs of our society and development.
   38. Be fully aware that mass education is a prerequisite for ensuring sustainable future of a country. Therefore, excluding from the education system is a serious mistake that can lead to huge losses in the future.
   39. Gain awareness that mass education and educational quality are not mutually exclusive; and that an education in values and training of citizens who think on their own does not mean opposing modernity, nor does it mean sacrificing professional skills.
   40.  Boost a Higher Education closely linked to the life of our society; in each professional field, educating should be practicing. This is one of our best experiences in the different professional fields.
   41. Recognizing that the essential condition for joining globalization and modernity in a healthy way, is guaranteeing the highest levels of education that will allow us a more equal competence.
   42. Finally, have full knowledge that to have successful public education and scientific research, it is in everyone’s interest and we must support them. Knowing that we are a society with deep inequalities, but in the interest of equality we must create conditions that increasing allow access to more people to education levels. We must find a funding mechanism to the conditions to educate each other.
5. To assist States in their role in the strengthening of peace and happiness of the whole human being and of nations.
   1. Recognize that happiness is built from the strengthening of “being” and not of “having”, through cooperation between members of the human family, where everyone accept and respect each other in the midst of differences, whether ideological or physical.
   2. Set exhaustively in the constitutions of each country the right to the pursuit of happiness and welfare of the whole human being according to UN resolution 65/309.
   3. Promote reforms in the Constitutions of all countries to declare environmental protection public interest, and access to clean water and its sanitation as fundamental human rights, following the example of the Eastern Republic of Uruguay.
   4. Promote social, economic and environmental change needed to redirect society to the core of human development in harmony with Mother Earth, through sustainable development.
   5. Raise awareness to humanity on the collective responsibility for their role in the care, protection and restoration of Mother Earth, through the recognition of it as a living being and the universal proclamation of their rights.
   6. To promote social, parliamentary and political actions during the legislative periods in each country, to present and support draft laws aimed at social good, the protection of Mother Earth and the recognition of its Rights, taking as models the laws that frame work in regional parliamentary groups, as PARLATINO.
   7. To promote laws and regulations at every level conducive to mitigating the impact of climate change, the establishment of laws and public policies that increase the use of clean and sustainable energy, to education at all levels for the knowledge of this global problem, and to generate actions to reduce the carbon footprint of each citizen.
   8. To present, socialize and promote to the United Nations, the Organization of American States, multilateral organizations, non-governmental organizations, national and regional governments, and civil society the Universal Declaration of Mother Earth’s Rights, the Universal Declarations of the Children of Mother Earth, the framework law on the Prevention and Punishment of ecocide, and the Pact for Latin American and the Caribbean for the protection of Mother Earth; proposals developed by Dr. William Soto Santiago and the Global Embassy of Activists for Peace.
   9. Promoting programs, education and communication campaigns that train citizens about love for our Mother Earth and raise awareness about global responsibility for its care and protection, emphasizing on children and teens.
   10. Establish spaces for discussion on the relationship and interaction between the defense of Human Rights and the Rights of Mother Earth.
   11. To support actions that promote gender equality, the fight against violence against women and protection of their Human Rights.
   12. Working for the Recognition of the important contribution of women in legislation and public policies to build a better, more inclusive world, with peace and happiness, promoting greater participation of women in key decision making for a better society.
   13. To promote dialogue, negotiation and mediation as essential tools to build peace and happiness of human beings and nations in all political, state and governmental levels.

• Dr. Francisco de Sales Guerra, Congressman - Brazil 
• Dr. Gabriel Soto Martínez, Congressman - Panama 
• Mag. Luis Antonio Ortíz, Vice-President Civil Cassation Court - Venezuela 
• Dr. Mirtha Natividad Arce, Senator - Bolivia 
• Dr. Myriam Alicia Paredes, Senator - Colombia 
• Dr. Rosalía Arteaga Serrano, Former President of the Republic of Ecuador
• Dr. Emérita Sánchez, Congresswoman - Paraguay  
• Dr. María Luisa Guzmán, Congresswoman – Dominican Republic
• Dr. William Soto Santiago, Global Ambassador of the Activists for Peace – Puerto Rico
• National Pedagogical University - Mexico 
• Quality Leadership University S.A. - Panama 
• Rafael Landívar University - Guatemala 
• Bicentennial University of Aragua - Venezuela 
• Santísima Concepción Catholic University - Chile 
• Salerno University - Italy 
• Guadalajara University - Mexico 
• Autonomous University of Chile - Chile 
• Universitat Jaume I de Castelló - Spain 
• National University of Tucuman - Argentina 
• Dr. Norman White, Chicago Commission on Human Relations - USA
• Dr. Aracelys Castañeda, Chicago Commission on Human Relations - USA
• Dr. Esmerita Sanchez da Silva, Congresswoman - Paraguay 
• Dr. Julio Cesar Pineda, Diplomatic and Internationalist - Venezuela 
• Dr. Ana Elisa Osorio, President of the Environment Commission of  PARLATINO - Venezuela 
• Dr. Iris Y. Martínez, Illinois State Senator - USA
• Dr. Jorge Suárez Cáceres, Senator - Puerto Rico 
• Dr. José Andrés Arocena, Congressman - Uruguay 
• Dr. Claudio Zin, Senator - Italia 
• Dr. Carlos Edward Osorio, Congressman - Colombia 
• Dr. Ernesto Jinesta Lobo, President of the Constitutional Chamber - Costa Rica 
• Dr. Daniel Rafecas, Federal Judge - Argentina 
• Dr. Antonio Cerqueira, Prosecutor of the Federal Union - Brazil 
• Dr. Pedro Alonso Sanabria, Council Magist. Higher Council of the Judiciary - Colombia 
• Dr. Franco Marcelo Fiumara, Criminal Court Judge - Argentina 
• Dr. Percy Máximo Gómez Benavides, President of the First Court of Appeals CSJ - Peru 
• Dr. Ana María Figueroa, President of the Court of Cassation - Argentina 
• Dr. Martín Augusto Arias Duval, Migration Director - Argentina 
• Dr. Ricardo Acevedo Peralta, Mag. Central American Court of Justice - Nicaragua 
• Dr. Hermelinda Alvarenga de Ortega, Pro-tempore Secretary ALIUP - Paraguay 
• University for Peace UN - Costa Rica 
• Metropolitan Technological University - Chile 
• Nihon Gakko University - Paraguay 
• Silva Henríquez Catholic University - Chile  
• Catholic University of Santa María - Peru 
• Tolima University - Colombia 
• AAPAUNAM - Mexico 
• Cuyo National University - Argentina 
• University of Aconcagua - Argentina 
• National University of Formosa - Argentina  
• Dr. Iris Yassmin Barrios Aguilar, Judge of the High Risk Court - Guatemala 
• Dr. Francisco Rozas Escalante, President of the Criminal Appeals Court of Detained Inmates - Peru 
• Dr. Camilo Montoya Reyes, Attorney General of the High Court of Bogota - Colombia 
• Dr. Gonzalo H. Carrillo de León, Magistrate of the Federal Judicial Authority - México 

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