South Pacific: The Path to Peace
Part 1 Introduction of the South Pacific
Nature’s Hidden Gem, South Pacific
The South Pacific is one of the world’s most expansive marine regions, consisting of thousands of islands scattered across the vast Pacific Ocean. Broadly divided into Polynesia, Micronesia, and Melanesia, each region boasts its own unique languages, cultures, and histories, creating a harmony of diversity and leisure. With its crystal-clear emerald waters, dazzling white beaches, and palm-covered islands, it is often referred to as a "paradise on earth." The region also plays a crucial role in marine ecosystem preservation. Traditional lifestyles coexist gracefully with modern civilization, and the warm, friendly smiles of local residents further enhance the South Pacific’s charm. This is a special place where time slows down, allowing visitors to heal and find peace amidst nature and culture.
Heavenly Culture, World Peace, Restoration of Light (HWPL) PEACE EDUCATION
Part 1 Introduction of the South Pacific
Federated States of Micronesia
Heavenly Culture, World Peace, Restoration of Light (HWPL) PEACE EDUCATION
“Islands
Threaded by Ocean Roads”
Micronesia, meaning "small islands" in Greek, is a region comprised of numerous small islands. It includes independent nations and territories such as Guam, Palau, the Marshall Islands, and the Federated States of Micronesia, each preserving its own unique culture, history, and language. Known for its clear, warm seas, rich marine life, and pristine coral reefs, Micronesia is a globally renowned diving destination. Traditional navigation, music, dance, and community-based lifestyles remain strong despite modern influences. While traces of American, Japanese, and European influence exist, Micronesia continues to preserve its own distinct traditions and way of life, making it one of the South Pacific’s most fascinating and charming regions.
Micronesia Basic Information
Capital Palikir (Pohnpei State)
Language
English, local dialects
(Source: www.Worldometers.info)
Population approx. 113,683(2025)
Predominantly Christian (Catholic and Protestant)
Nan Madol
Nan Madol is an ancient stone city built on artificial islets near Pohnpei Island in Micronesia, often called the "Venice of the Pacific."
Constructed with massive basalt stones on over 100 artificial islets, its mysterious construction methods and cultural significance continue to fascinate scholars. It was designated as a UNESCO World Heritage site in 2016.
Part 1 Introduction of the South Pacific Traditional Villages Rooted in Time
Heavenly Culture, World Peace, Restoration of Light (HWPL) PEACE EDUCATION
“Fiji”
Fiji is an island country located in the heart of the South Pacific, consisting of over 300 islands, with around 100 inhabited. Major islands include Viti Levu and Vanua Levu, home to the capital Suva. Fiji is famous for its spectacular beaches, crystal-clear waters, lush tropical forests, and vibrant multicultural society. Indo-Fijians, native Fijians, and Europeans coexist, enriching the nation's food, customs, and festivals. Traditional "Meke" dances and "Lovo" (earth oven cooking) offer tourists unique cultural experiences, while the warm "Bula" greeting captures the welcoming spirit of its people. With nature, culture, and people in harmony, Fiji truly shines as a jewel of the South Pacific.
Fiji Basic Information
Levuka Historical Port Town
(UNESCO World Heritage Site)
Located on Ovalau Island, Levuka was the first capital during British colonial rule and marked the beginning of Fiji’s modernization. The town features colonial architecture mixed with Pacific traditions, earning UNESCO World Heritage status in 2013.
Part 1 Introduction of the South Pacific
The Last Kingdom of the Pacific
Heavenly Culture, World Peace, Restoration of Light (HWPL)
PEACE EDUCATION
“Tonga”
Tonga, located in the southern part of the South Pacific, is a monarchy consisting of about 170 islands, with 36 inhabited. Unique among South Pacific nations, Tonga was never colonized by European powers and retains deep traditions and national pride. Its culture and strong sense of community remain vibrant, with the "Lakalaka" dance, royal traditions, and strong social bonds defining its identity. Tonga is also famous for whale watching, particularly when humpback whales migrate from July to October. The spirit of "Mālie" — peaceful and gentle living — embodies Tonga’s relaxed island atmosphere and warm hospitality, offering visitors true rest and healing. Blending tradition and nature, Tonga possesses a quiet yet powerful beauty.
Part 1 Introduction of the South Pacific Land of a Thousand Tribes, Papua New Guinea
Heavenly Culture, World Peace, Restoration of Light (HWPL) PEACE EDUCATION
“Papua New Guinea”
Located in northern Oceania, Papua New Guinea comprises the eastern half of New Guinea Island and about 600 smaller islands. It is one of the world’s most culturally and linguistically diverse countries, with over 800 languages spoken and countless unique traditions, arts, and lifestyles. Its dramatic landscapes—rainforests, active volcanoes, mountains, and deep valleys—make it a biodiversity treasure trove. Village festivals feature traditional costumes, body paint, dancing, and singing, with "Singsing" ceremonies attracting many visitors. While modernization progresses, much of the population continues to live in harmony with nature. Papua New Guinea remains a rare and vibrant blend of rich culture and nature.
Papua New Guinea Basic Information
Capital Port Moresby
462,840 ㎢
Population approx. 10,762,817(2025)
Language
English, Tok Pisin, Hiri Motu, various indigenous languages Religion Christianity
(Source: www.Worldometers.info)
Kuk Early Agricultural Site (UNESCO
World Heritage Site)
Located in the highlands of Papua New Guinea, the Kuk Early Agricultural Site showcases evidence of human farming activities dating back 9,000 years. The site includes ancient drainage systems, cultivated fields, and soil layers, providing invaluable insight into the beginnings of agriculture. It was designated a UNESCO World Heritage Site in 2008.
Part 2
HWPL Peace Education in the South Pacific
Heavenly Culture, World Peace, Restoration of Light (HWPL) PEACE EDUCATION
“South Pacific”
The South Pacific region is a multi-ethnic and multicultural society where Indigenous peoples-people of Indian, European, and Asian descent-coexist. This composition brings cultural diversity and richness, but it also carries the potential for conflict due to differences in political representation, economic opportunities, religion, and ways of life. In fact, some areas of the South Pacific still experience lingering prejudice, discrimination, and mistrust within their communities.
Why do we need Peace Education?
HWPL Peace Education emphasizes the importance of diversity. It also provides repeated lessons on how to develop non-violent and cooperative approaches to resolving conflicts. In particular, by instilling in young people an attitude of respect for diversity and a sense of community, it lays the foundation for future generations to lead society not through division, but through solidarity.
All of our global families want peace, not war.
Declaration of Peace and Cessation of War(DPCW) was proclaimed at 15:14 March, 14th, 2016 in Seoul, South Korea. HWPL is a nongovernmental organization registered with the Seoul Metropolitan Government of the Republic of Korea. It is associated with the UN Department of Global Communications (DGC) and in Special Consultative Status with the UN Economic and Social Council (ECOSOC). HWPL has presented the enactment of a new international law as its top priority to firmly establish a peaceful world. The DPCW was finalized with a preamble and 10 articles and 38 clauses through discussions led by the HWPL Peace Committee, which is composed of legal experts from various countries around the world in 2015.
HWPL is implementing peace education to promote a culture of peace in order to fulfill the Declaration of World Peace and the Cessation of War.
Purpose of Peace Education:
To raise awareness of peace and encourage voluntary participation in peace activities as protagonists of peace.
Excerpts from DPCW
Article 1 Prohibition of the threat or use of force
1. States should solemnly reaffirm that they refrain from the use of force in all circumstances, save where permitted by international law, and should condemn aggression as constituting an international crime.
2. States should refrain in their international relations from the threat or use of military force against the territorial integrity or political independence of any State, or in any other manner inconsistent with the purposes of the United Nations Charter or international law in general.
Article 3 Friendly relations and the prohibition of acts of aggression
3. States should condemn the illegal occupation of territory, resulting from the threat or use of force in a manner contrary to international law.
Article 4 State boundaries
1. In accordance with United Nations General Assembly Resolution 2625 (XXV), every State has the duty to refrain in its international relations from military, political, economic, or any other form of coercion aimed against the territorial integrity or political independence of any State, or in any other manner inconsistent with the purposes of the United Nations. It is without prejudice to instances when such forms of coercion may be lawfully applied, inter alia, to induce States to cease internationally wrongful acts, or when sanctioned by the United Nations Security Council.
2. Every State has the duty to refrain from the threat or use of force to violate the existing internationally recognized boundaries of another State, or as a means of resolving international disputes, including territorial and frontier disputes, in a manner inconsistent with international law.
Article 5 Self-determination
1. The duty of every State to refrain from the threat or use of force against the territorial integrity or political independence of any other State includes the duty to not engage in any action that would result in the dismemberment of any State, or force the secession or annexation of any territorial unit from that State.
Article 10 Spreading a culture of peace
1. States should recognize and engage with groups and organizations that seek to further the cause of peace as a global movement. States should facilitate such groups in their awareness-raising activities, including providing tuition in human rights and peace studies, as provided for, inter alia, in the Universal Declaration of Human Rights and the 1999 UN Declaration on a Culture of Peace.
2. States should recognize that, in order to preserve a lasting culture of peace, public awareness of the need for, and value of, peace should be created. In this regard, States are encouraged to facilitate activities, commemorations, and initiatives that engage public consciousness with peace, including the erection of peace monuments as an alternative to war monuments.
3. Heads of State and heads of government should acknowledge that they are uniquely well placed to encourage a culture of peace, and should act to support this declaration to bring about the cessation of war.
HWPL
Peace Education
Vision and Goals
The goal is to foster peace-minded global citizens who will address global and security issues, lead international harmony, and build lasting world peace as leaders of the next generation.
12 Lessons of HWPL Peace Education Curriculum
Over 50 education experts worldwide contributed to the development of the peace textbook. As of 2019, the curriculum consists of 12 core lessons. The curriculum allows for localized adaptation based on each nation’s educational level and environment.
Lessons 1–4
Discover peace reflected in nature, emphasizing coexistence, mutual value, and harmony among all living beings. Students develop the capacity to foster peaceful coexistence at personal, community, national, and international levels.
Lessons 5–12
Focus on cultivating personal peace values such as gratitude, consideration, sacrifice, forgiveness, etiquette, rule of law, and courage. Students embody these values, becoming "Peace Citizens" and "Peace Messengers" to pass down peace to future generations.
Current Status of HWPL Peace Education (MOA/MOU)
MOA/MOU agreements : 100 countries, 825 institutions (as of April 2025)
Current Status of HWPL Peace Education
Peace education done in 466 institutions in 94 countries
• Advisors: 13 (from 4 countries)
• Peace Ambassadors: 38 (from 18 countries)
• Peace Educators: 2,711 (from 79 countries)
Papua New Guinea - Promotion of peace education
Fiji - Appointment of peace educators
Peace Educator Training
Teachers’ & Students’ Reflections
Teacher’s Reflection 01
Teacher’s Reflection 02
Students displayed the behavior and knowledge that had on respecting and caring for our elders. To the students they took elders as mostly being grandparents and adults and not necessarily people who are older than them. The lesson could be taken outside due to the class size, a food for thought for the next lesson.
A female member seeking advice on why it was difficult for her to ‘forgive and forget’ Best Answer I could come up with was: ‘That forgiveness is for oneself, not for the other. We must make a habit to set ourselves free first making it easier to forgive and forget the mistakes of others.’ And closing it with some wise sayings like...‘Without memory, there is no healing, without forgiveness there is no peace - no future. Remember that Great Leaders are the best Servants’!!
Teachers’ & Students’ Reflections
Teacher’s Reflection
When I started the lesson, I could tell that my year 5 children were unaware of the extent of forgiveness that can be really given.
It‘s true that they are christians and they learn about forgiveness everyday, and in church but when I showed them the slide about the child with burns it “struck” them that someone as young as them had to go through that in Vietnam while they lived here peacefully in their country.
At first, I asked them what their views were on it and they said a number of things like maybe the child ran from a burning house or she burned herself or she was disobedient that’s why she got burned but none of their answers were close to the truth. It shows how sheltered our children are from the devastation that is happening in some countries that have war. I am glad that I shared this lesson with them, because at the end of the lesson I could see appreciation in their eyes as well as understanding about why it is important to keep and maintain peace.
Teacher’s Reflection 04
Students shared that they learned how to say “sorry,” “please,” “peace,” and “kindness” in sign language. They expressed joy in learning peaceful communication and showed interest in using these words more often with their peers.
The students mostly thought of elders as grandparents, and they lacked awareness that older people are also considered elders. Some students shared that although they had previously exhibited inappropriate behavior, after this peace education, they would respect and listen to elders more attentively, and they promised to become more polite. Teacher’s Reflection
The students explained respect and care for elders, showing an understanding of how to treat them properly. To the students, elders were primarily considered to be grandmothers and grandfathers, and they didn’t generally include anyone older than themselves in that category. Due to the class size, the lesson might have been conducted outdoors, and I will consider this as a reference for the next lesson.
Teachers’ & Students’ Reflections
They enjoyed listening to the topic I share, they were very kind and polite, they sit and listen very carefully Asked each youth on what they have learned today and how Important peace and respect to Elders is, they have mentioned that after learning what they have been taught they now know that treating a person especially an elderly person is very important cause in that way peace in the community is maintained and they also said that one day we will all grow old and they wouldn’t want to be treated disrespectful by a younger person so they will start showing respect so our Youngs ones in the community can also learn and live by it and maintain a peaceful community. Students thought that elders are mostly grandparents and not people older than them. Some even shared that they used to display inappropriate behavior before and after the lesson they are going to start treating their elders with respect, being attentive listeners and also being more polite towards them.
I never realized how rich our heritage is until I watched the video. Listening to the elders made me feel more connected to my roots. I want to learn more and maybe become a heritage ambassador. Student Reflections
Working with my friends to clean and protect a part of our history made me feel proud. I now understand why it’s important to respect and protect our traditions.
I enjoyed creating posters and sharing what I learned with others. I hope more students get the chance to be involved in something like this.
I have run around the globe carrying the answer to world peace. It was very difficult to do it alone, so I would like to ask you-let’s run together and make peace together. To achieve even one thing, every part of the structure must align. The culture of peace must dwell in people to guide their hearts. And to do so, we need education to teach people about peace. With education, we need to build a new house of peace in our hearts.
Vision & Plans for Peace Education in the South Pacific
We have prepared several recommendations for the development and enhancement of the HWPL Peace Education Program, and we hope that the Ministries of Education in the South Pacific will adopt the HWPL Peace Education Program at a national level.
• Awareness Campaigns
We want to encourage South Pacific Ministries of Education to conduct public awareness campaigns on the importance of peace among teachers, parents, and students.
• Peace Educator Training
We want to ensure educators receive peace educator training. It would include training in the fundamental principles and values of peace, along with necessary classroom resources.
• Curriculum Integration
We request that South Pacific Ministries of Education adopt the HWPL Peace Education curriculum into their official national education systems for systematic, universal access.
• International Exchanges
We want to promote international exchanges of teachers and students that have participated in HWPL Peace Education