The Teachings On Peace And Harmony Of The 14TH Dalai Lama And Selected Peace Advocates

THE TEACHINGS ON PEACE AND HARMONY OF THE 14 TH DALAI LAMA AND SELECTED PEACE ADVOCATES A Dissertation Presented to the Faculty of the Graduate School Batangas State University Batangas

THE TEACHINGS ON PEACE AND HARMONY OF THE 14 TH DALAI LAMA AND SELECTED PEACE ADVOCATES

A Dissertation Presented to the Faculty of the Graduate School Batangas State University Batangas City

In Partial Fulfillment

of the Requirements for the Degree of

Doctor of Philosophy Major in English

By

TRAN THI NHI

2015

ABSTRACT

Lama and Selected Peace Advocates

Summary

There exist myriad problems in the current world which threaten the

existence of humanity Violence is accelerating everywhere Ceaseless wars

and conflicts are taking place in several regions, killing thousands of people and causing suffering for millions of human beings Furthermore, more and

more modern weapons with massive destruction capacity are being produced,

threatening the whole mankind in every minute Meanwhile, the world is also faced with terrorism, environmental pollution, racial religious conflicts, political

disputes, social and economic inequality, the large gap between the rich and

the poor, and diseases and poverty All of these catastrophic events beg the question of how to save humanity

There has been a great number of peace advocates, including religious figures, political leaders, literary writers and philosophers, who have advocated

the teachings of peace and harmony in their books, sermons and speeches

All of this has provided a basis for a trend and a growing movement for peace and harmony in modern times

This study analyzes the selected works by the 14th Dalai Lama, a

modern day leading figure of peace, and three other authors namely Mawlana Rumi, Pope John Paul II and Daisaku Ikeda to explore how peace and

harmony is conceptualized by these peace advocates Likewise, the study

aims to reveal the universal concepts of peace and harmony shared by the peace advocates as the representatives of different cultures and religions The

research also discusses how their common teachings on peace and harmony

have been transferred into a global peace movement

The study employs the qualitative method of research and sociological

and philosophical approaches as the bases for analysis This paper also

involves content analysis, which is a systematic technique in analyzing message content and message handling

Findings of the study reveal that although these peace movement leaders

represent different religions and come from different cultures, they share much in

common in espousing their view on peace as a way of life In this study the author attempts to weave a mosaic of universal and permanent moral values

and principles rooted in the teachings of these advocates for peace This

mosaic, which promotes a spirit of respecting cultural pluralism, cultivates human good qualities and appraises responsibility, must be integrated in

education She proposes the adoption of this new paradigm for living in the

modern world

ACKNOWLEDGMENT

The researcher wishes to express her personal thanks and appreciation

to those, in one way or another, have helped make this humble work a reality

First and foremost, she wishes to thank the Batangas State University

and the Thai Nguyen University, for giving her the opportunity to finish this

undertaking under their International Academic Cooperation Program

Dr Dang Kim Vui, the President of Thai Nguyen University and Dr Le

Hong Thang, the Dean of Thai Nguyen School of Foreign Languages, for the

motivation and wisdom that helped hasten the completion of this study

Dr Maria Luisa A Valdez, the Dean of Colleges and Head of the

Graduate School of the Batangas State University ARASOF Nasugbu

encouragement, dedication, and ennobling character which inspired diligent

research for the realization of this study

Dr Matilda H Dimaano, the Chairman of the Panel of Examiners, and

Dr Corazon B Cabrera, the former External Panelist, for their valuable

suggestions and criticism which motivated conscientiously the researcher

during the conduct of this study

Dr Amada G Banaag, Dr Felix M Panopio, and Dr Myrna G Sulit, the Members of the Panel of Examiners, for their thorough dissection and candid

remarks that drew up the essential and relevant dimensions in this research

Dr Remedios P Magnaye, the Graduate School Secretary, for her words of encouragement and kind gestures

The pool of writers whose works were included in this study for posterity,

for their emboldened wisdom in every page of this dissertation

The researcher’s friends and colleagues at the Thai Nguyen School of

Foreign Languages, Vietnam, for their time, advice, and prayers

Dr Melvyn Sakaguchi, for setting an example to aspire and for his friendship as well

Her husband Luong Viet Cuong and sons Luong Tran Tri Minh and

Luong Tran Duc Minh, her parents and parents-in-law, her brothers and sisters for their wholehearted support and encouragement

TRAN THI NHI

DEDICATION

To my dearest husband, Luong Viet Cuong and my loving twin sons,

Luong Tran Tri Minh and Luong Tran Duc Minh, who inspired me to search for the highest values in life

TRAN THI NHI

TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGMENT vi

DEDICATION viii

TABLE OF CONTENTS ix

LIST OF FIGURES……… xi

LIST OF MATRICES xii

CHAPTER I THE PROBLEM Introduction 1

Statement of the Problem 9

Scope, Delimitation and Limitation of the Study 10

Significance of the Study 11

II REVIEW OF LITERATURE Conceptual Literature 15

Research Literature 41

Synthesis 48

Theoretical Framework 52

Conceptual Framework 56

Definition of Terms 57

III RESEARCH METHODOLOGY Research Design 60

Treatment of Materials 61

IV ANALYSIS AND INTERPRETATION 65

V SUMMARY, CONCLUSION AND RECOMMENDATION Summary of Findings 152

Conclusions 159

Recommendation 160

BIBLIOGRAPHY 172

APPENDICES……… 181

A Summary of the Literary Works……… 182

CURRICULUM VITAE……… 193

LIST OF FIGURES

LIST OF MATRICES

Harmony Drawn from the Works of Rumi, John Paul and Ikeda 80

Perspective Program Integrating Varied Teachings on Peace 150

CHAPTER I THE PROBLEM

Introduction

There exist myriad problems in the current world which threaten the existence of humanity Violence is accelerating everywhere Ceaseless wars and conflicts are taking place in several regions, killing thousands of people and causing suffering for millions of human beings Furthermore, more and more modern weapons with massive destruction capacity are being produced, threatening the whole mankind in every minute Meanwhile, the world is also faced with terrorism, environmental pollution, racial religious conflicts, political disputes, social and economic inequality, the large gap between the rich and the poor, and diseases and poverty

Making the situation worse, these problems happen in every continent without exception, and tend to happen to not only one nation or a few nations but also bigger groups of nations

For example, the United States (U.S.) and Western countries have recently experienced terrorist attacks, civil unrest and violent massacres; the political disputes between Russia and other European countries around the issues related to Ukraine has resulted in the embargo and trade and business sanctions which creates hardships for millions of citizens in the European continent;

the rise of terrorist country self-called Islamic State of Iraq and Syria (ISIS) has created turmoil and terrible violence in Middle East and North Africa; constant conflicts in the China Sea are threatening the stability and the maintenance of peace in the South East Asia All of these catastrophic events beg the question

of how to save humanity

Vietnam, geographically located in South East Asia, is vulnerable to wars With ups and downs in its history, the country has experienced a

thousand years of colonial rule under China, then nearly a century under the French, followed by Japan’s attack in World War II and a 20-year-lasting war

with America which formally ended in 1975

There has also been a war of unification, a civil war between one part of the country and the other part And, there continue to skirmishes with

neighboring Laos and Cambodia, and the threat of war with China again over

national boundaries Whatever the reasons for these wars whether threat of invasion, or a political slight, or simply the imposition of political influence or

fear of assimilation, or a quest for personal and political freedom, all wars

bring consequences - the absolute destruction of the wars, the loss in human resource, the retardation of economic development and the loss of material

benefits to its citizens by actions of other countries, such as the embargo by

the U.S for a decade after the American war has had devastating effects It turned the country into a backward, terribly poor and isolated country Although

the war has been over a few decades ago, many people still suffer

deprivations, and personal loss

The war killed off one generation of men in Vietnam, and left the soil of

country polluted by the genetic effects of Agent Orange the poisonous

defoliant used by the U.S with devastating effect The war left the agricultural land which is the mainstay of the Vietnamese farmers still filled with

unexploded bombs and ordinances rendering a good part of land needed for

agrarian pursuits unusable The cities and urban centers that were target of massive bombing raids still remain devastated and not rebuilt, unlike the cities

of Germany and Japan and the other Axis powers which enjoyed the benefits

of reconstruction aid through the Marshall Plan

Because of having suffered the effects of war, living in peace has been

always a desire of Vietnamese people, imprinted on the persona of the people,

as it is for the people of Nagasaki and Hiroshima who suffered the tragic effects

of nuclear war waged against Japan by the US in an effort to end World War II

In the 21st century peace education to Vietnamese young generation has

become a critical necessity in maintaining and promoting peace for the country

As stated in the United Nations Educational, Scientific and Cultural Organization (UNESCO) constitution, the statement that “Since wars begin

in the minds of men, it is in the minds of men that the defenses of peace must be constructed” is an appeal for a psychology of peace, a movement which seeks to find a solution to conflicts without violence but via mutual and harmonious relationships

Accordingly, peace education is a principal means to maintain and promote peace To establish and foster a culture of peace is a necessity for any nation, including Vietnam - a country vulnerable to peace Aligning with UNESCO constitution, the country has been maintaining and promoting peace education

in both informal teaching and formal education

Peace education as a social movement can be traced back from religious traditions For centuries, peace and peaceful resolution of conflict was primarily discussed in the teachings of religious leaders such as Lao Tse, Jesus Christ, Buddha, the Dalai Lama, and Bahau llah, who taught that people were supposed to promote peace in their lives and in the world as a whole The contribution that religious figures can make to peacemaking has been increasingly studied and recognized Peace education has evolved from radical values in religious traditions of love, compassion, tolerance and charity

to modern theories revolving around interpersonal relations and environmental issues (Harris, 1988)

Buddhism, the religion which was introduced to Vietnam about two thousand years ago, despite ups and downs, has tremendously influenced all

facets of Vietnamese culture, especially the spiritual life and the system of

moral values Historically, most Vietnamese have identified themselves with Buddhism The religion was introduced to Vietnam as being a peaceful way,

aimed at seeking justice, compassion, and freedom for humans from

sufferings These beliefs are close to the long standing cultural values of the Vietnamese and suitable with Vietnamese people, who advocate peace and

always desire happiness and freedom for their nation Therefore, the religion

was easily accepted and quickly spread by the Vietnamese

Throughout the country, there exist thousands of Buddhist pagodas in

the cities and the countryside, playing an important part in the spiritual life and

making an identified culture of the Vietnamese people These pagodas function not only as the place for communal activities but also a place for

ideological teachings to be conveyed

Buddhism has been considered as the national religion of Vietnam In the 20th century, the country experienced a series of harsh historical events,

affecting the development of the religion However, with recent changes in

economics and social developments, the picture of religious life within Vietnamese

people has become more vivid If in the past, only old women went to the temples and practiced Buddhist rituals, nowadays, there seems to be an increasing

interest in practicing the religion in both men and women, and in both old people

and young ones

This trend likely creates a favorable environment to promote peace

education for the whole nation in general and for its young generation in

particular It is undeniable that Buddhism has deep roots in Vietnamese culture, since its principal beliefs and values can be found in various facets of

Vietnamese culture, from folklore, arts and literature to many aspects of

everyday life The religion has been imbedded in the common life of the Vietnamese communities

The core value in the philosophy of Buddhism largely recognized by

the Eastern Buddhist countries and recently by Western countries is its interpretation of peace and harmony, its nature, and the way to attain it For

centuries, Buddhist countries have practiced the doctrine and followed the

teachings of Buddha However, in the modern era where rapid development in information technology is at hand, it is very timely to contemplate if the

Buddhist philosophy on peace and harmony is still appropriate for the hectic,

busy and frenetic life style experienced by people in the present day

The 14th Dalai Lama, Tenzin Gyatso, a Tibetan Buddhist monk, has

been the primary proselytizer and advocate of the philosophy of peace and

harmony from the perspective of Buddhism in recent times Notably, he has been successful in making relevant the thousand-year wisdom of Buddhism to

the specific and practical teachings for the modern life of the new millennium

Beside the Dalai Lama, there have been a great number of peace advocates, including religious figures, political leaders, literary writers and

philosophers, who have advocated the teachings of peace and harmony in

their books, sermons and speeches All of this has provided a basis for a trend and a growing movement for peace and harmony in modern times

Because of the importance of this peace movement, the researcher has decided to focus on studying the works of the Dalai Lama and a few other

selected advocates of the peace movement to have a holistic view and deeper

understanding of the concepts of peace in current time and discuss the

implications of this movement for life in modern times Of the world-leading peace advocates, together with the 14th Dalai Lama, Mawlana Rumi, Pope

John Paul II, and Daisaku Ikeda are chosen as the subjects of this study

Rumi, Sufi mystic and Persian poet of the 13th century, popularizer of the

whirling dervishes of Sufism and Islamic teacher, is one of the peace

advocates included in this study While living in a different world and in the

past of seven hundred years ago, Rumi’s ideas on peace and peaceful coexistence still resonate with people today He is a modern day thinker in 13th

century clothes

Pope John Paul II, the head of Roman Catholic Church and leader of

the followers of the Catholic faith worldwide from 1978 to 2005, is also one

of the peace advocates whose work is targeted in this study He provides a

Christian perspective

Daisaku Ikeda is another important modern day advocate of peace whose

work is analyzed in the study He is the founder of Soka Gakkai International, a

contemporary sect of Nichiren Buddhism which has its birthplace in Japan and a

worldwide following with 12 million members in 192 countries

These peace advocates are selected as the representative of the

movement in various cultures and in different periods of time The study aims

to explore their collective wisdom attesting to the universality of the peace

movement, and the commonalities of their ideas - advocating peace and

harmonious living Furthermore, an attempt is also made to integrate their

teachings of peace and harmony into education from a global perspective in

order to better this world

Statement of the Problem

This study is an analysis of the teachings on peace and harmony of the 14th Dalai Lama and other selected notable peace advocates and to integrate their viewpoints into a global peace education perspective

Specifically, the study seeks answers to the following questions:

1 What are the teachings on peace and harmony held by the 14th Dalai Lama in the following works?

1.1 The Power of Compassion 1.2 Beyond Religion - Ethics for a Whole World 1.3 Ancient Wisdom and Modern World - Ethics for the New Millennium

2 What are the peace concepts that may be drawn from the works of the following peace advocates and their respective works:

2.1 Mawlana Rumi’s Masnavi 2.2 Pope John Paul II’s Messages on the World Peace Day 2.3 Daisaku Ikeda’s For the Sake of Peace - Seven Paths to Global Harmony: A Buddhist Perspective?

3 How are the following aspects on the teachings of peace dealt with in the selections?

3.1 Intrapersonal aspect 3.2 Interpersonal aspect 3.3 International aspect

4 How may the varied teachings on peace be integrated in a global

peace education perspective and program

Scope, Delimitation and Limitations of the Study

This study analyzes the philosophy of nonviolence as embodied in the selected literary pieces of the 14th Dalai Lama and the selected peace advocates Mawlana Rumi, Pope John Paul II and Daisaku Ikeda and focuses

on its implication for peace education This study employs the qualitative method of research in analyzing the selected writings and speeches of the personages Philosophical, sociological, and moral approaches are used as the bases for analysis; other approaches in literary criticism such as the formalist criticism, biographical criticism, historical criticism, and psychological criticism are not part of this study

Content analysis, which is a systematic technique in analyzing message content and message handling, is also utilized The data analysis in this study centers on pattern seeking and the extraction of meaning from the selected peace advocates’ selected literary data

Much effort is focused on the task of recording data or making notes through concepts and categories; altering or creating subtle categories; linking and combining abstract concepts; extracting the essence; organizing meaning; writing an understanding; and drawing conclusions

The essential features in the treatment of materials are considered in the

conduct of this study The general rules cited by Stott (2014) as regards the seven standards serve as basis for the selection of works under study Applying

these standards the following literary works are analyzed: Dalai Lama’s The

Power of Compassion, Beyond Religion - Ethics for a Whole World, and Ancient Wisdom and Modern World - Ethics for the New Millennium The other selected writings include Mawlana Rumi’s Masnavi, Pope John Paul II’s Messages on the

World Peace Day and Daisaku Ikeda’s For the Sake of Peace - Seven Paths to Global Harmony: A Buddhist Perspective

These works constitute the primary resource materials of the study

However, some of their other works which serve to provide comprehensive

assessment of their ideas are also utilized

Significance of the Study

The importance of this study is that it brings together the many different

ideas related to peace by some of the leading religious leaders of both the past

and contemporary time - the Dalai Lama, Mawlana Rumi, Pope John Paul II,

and Daisaku Ikeda

This literary analysis, as a tool for eliciting the meaning and significance

of the materials analyzed, makes this study beneficial to academic managers,

working professionals, media practitioners, college instructors of literature, students of literature, the researcher and future researchers

Academic Managers This dissertation may be used by policy makers

as a framework for reassessing and redefining traditional education so it moves away from its focus on economic development and social change

reflecting an orientation to competition and exploitation to an ethos of sharing

and accepting diversity of religious beliefs, culture, values, and resolution of problems by reason and notions of love, peace and respect for each other

This may help ensure that their developmental policies and programs on peace and harmony can access the academe This will also inspire them to

organize peace-related activities in the curricula that will educate the academic

community of the beneficial outcomes of peace and harmony to all people

regardless of gender, race, nationality and religious backgrounds and to serve

as a bridge builder in interfaith encounter

Working Professionals This study will be beneficial for them in the

sense that the selected works may present how the 14th Dalai Lama’s and the selected peace advocates’ activism help shape their understanding of peace

as a philosophy of life

Media Practitioners This paper may motivate them to introduce an

intervention strategy which is called an entertainment education to change

cultural attitudes, norms and behaviors that would benefit audiences This

strategy incorporates educational messages on peace and harmony into soap

operas and other media programming on the television, radio and social

networking sites to change the attitudes and behavior of the audience

College Instructors of Literature This will provide them with

opportunities to focus on the concepts of peace and harmony in their literature

classes and open their students’ mind and hearts to the varied teachings on

peace that can be integrated on a global peace education perspective

Students of Literature This paper will give them an extensive and

profound vantage point in life with reference to peace and harmony through the

lives and experiences of the authors and the characters in the selected

identified literary pieces It will also make them realize that issues in relation to

violence should not be tolerated In addition, this paper will stimulate their

appreciation of prose and poetry and inspire them to engage in literary analysis

as an academic activity

Researcher This study may help the researcher in realizing that the

paradigm shift from traditional education is essential for the survival and

peaceful coexistence of human beings Likewise, this study may benefit the

researcher through the analysis and treatment of materials, and through the careful investigation of both theme and form in literary genres

Future Researchers This paper may be used as a frame of reference

to conduct more research on integrating the principles of peace into the people’s dominant worldview Research on peace, nonviolence and tolerant

values might diminish the negative aspects of fear and mortality salience that

is usually associated with terror management

CHAPTER II REVIEW OF RELATED LITERATURE

This chapter presents the review of conceptual and research literatures with the end in view of identifying the constructs of the study Likewise, the

synthesis of literature reviewed, the theoretical and conceptual frameworks as

well as the conceptual and operational definitions of terms are included

Conceptual Literature

The review of the conceptual literature yields four types of constructs, which may be used in the analysis and interpretation of the works to be

dissected These constructs include: the 14th Dalai Lama and his significant

works, the other selected peace advocates and their significant works, peace education and culture of peace, and philosophical sociological and moral

approaches in literary criticism

The 14th Dalai Lama and His Significant Works Born in 1935 as

Lhamo Thondup in northeast Tibet, the present Dalai Lama is believed to be

the 14th incarnation He was recognized as the Dalai Lama at the age of four

His name was then changed to Jetsun Jamphel Nigawang Lobrang Yeshe Tenzin Gyatso, meaning “Holy Lord, Gentle Glory, Compassionate, Defender

education very early, at the age of six, and received the highest level geshe degree, doctorate of Buddhist philosophy, when he was only 23 years old (The

Office of His Holiness: The Fourteenth Dalai Lama of Tibet’s Website, 2014)

His Holiness fled to northern India when China occupied Tibet in 1959

In India, he established a Tibetan Government-in-Exile, and directs the exile

Tibetan community towards a modern democracy Recognized in Tibetan

culture as the principal incarnation of the bodhisattva and patron deity, the Dalai Lama has based on peace and compassion as a principle in treating his

own people and even his enemies (Dreifus, 1993) In the role of a spiritual

leader, he is the embodiment of Tibetan cultural values and identity For centuries, the institution of the Dalai Lama has been the symbol of the Tibetan

national character The Dalai Lama’s office nowadays has become a central

point in the Tibetan’s struggle towards cultural survival and gaining independence (The Office of His Holiness: The Fourteenth Dalai Lama of Tibet’s Website, 2014)

Today, he conducts spiritual mission throughout the world With his message of peace, non-violence as a solution to conflict, inter-religious

understanding, respect for cultural diversification, universal responsibility and

compassion, the 14th Dalai Lama has been recognized worldwide as one of the

most significant peace advocates of the twenty-first century He was awarded the Nobel peace prize in 1989 for peaceful solutions in his struggle over forty

years to end China's domination of Tibet (Dalai Lama: The Biography.Com Website, 2014)

Developing his philosophy of peace from a great respect for all things

living and upon universal responsibility embracing all mankind as well as nature, the Dalai Lama has written and talked about a variety of topics

including environment, economics, non-violence, women's rights, interfaith

dialogue, religious harmony, physics, astronomy, reproductive health, sexuality, international advocacy along with various Mahayana topics

The 14th Dalai Lama is a prolific author and his literature draws a huge

readership Many of his books like Freedom in Exile and The Art of Happiness

belonged to the New York bestseller list for two years with one to two millions

of copies sold (Goodstein & Waken, 2003) Attracted by the Dalai Lama’s inner peace and his kindness and compassion, many people are interested in his

books and his talks because they provide them with ideas how to live a better

life and how to train mind to become more content and happier

In Ethics for the New Millennium (1999), Dalai Lama discusses positive

ethical conduct with the aim of approaching the subject from universal rather

than religious principles He contends that it does not matter whether a person

is a religious believer and practitioner or not to behave ethically but the more

importance is whether he or she is a good human being He holds that human

beings are the same in the basic need that they all wish to be happy and avoid suffering Therefore, to attain peace for oneself, a person needs to behave in

an ethical manner to bring well-being and avoid harms for others To conduct

ethical practice, a person should adopt love, compassion, sympathy, and a sense of universal responsibility

Similar arguments are found in The Art of Living, A Guide to Contentment,

Joy, and Fulfillment The Dalai Lama again stresses that all individuals want

happiness and do not want pain and suffering for himself and his family

Guidances on how an individual should conduct good action to lead a

meaningful, constructive and peaceful life are also found in the text

With compassion as the underlying theme in How to Practice, the Way to a

Meaningful Life, His Holiness explores how the way of compassion is related to a

variety of issues including the concepts of contentment, joy, living well, dealing with negative emotions, giving and receiving, and interfaith cooperation The book

also introduces Tibetan traditions through which an individual can learn how to

gain a warm heart, a respect, and concern for the welfare of others

With Essential Teachings published in 1995, the Tibetan diaspora and

the character of the Tibetan people have become better understood to the world At the same time, the Dalai Lama has also become more familiar in the West, together with the rapid spread of Buddhism in which he occupies a prominent position There are two aspects of the approach to Buddhism: the study of doctrine and its application in practice In both of these approaches, the Dalai Lama's contribution towards the development of Buddhism in the West is very important

Kindness, Clarity, and Insight is a collection of 20 lectures by the Dalai Lama during this first visits to the United States in 1979 and 1981, and Canada

in 1980 Translated into twelve languages, the book is a testament to the kindness, clarity, and insight of its author Broad in scope and revealing the depth of his knowledge, the teachings in the book cover a plethora of topics, including religious values and human society, the luminous nature of the mind, eight verses for training the mind, karma, four noble truths, religious harmony, global politic compassion, meditation, selflessness, Buddhism East to West, and the fundamental innate mind of clear light that all the various schools of

develop compassion, love and respect for others, to share and show concern for the sufferings of others, and to be less selfish is remained constant and clear throughout the five chapters of the book

First published in 1988, Transcendent Wisdom is based on an oral

teaching which the Dalai Lama gave to an audience of thousands of Tibetans and Westerners in 1979 The book provides clear and full explanation on the guide to the Bodhisattva’s way of life Through this invaluable work, peace, philosophical training and subtle mind are fully displayed by the Dalai Lama as

he interprets Shantideva's teachings on emptiness, impermanence, cultivating wisdom, personal identitylessness and true existence This invaluable volume with its precise exposition of core issues of Tibetan Buddhism is evaluated by scholars as a key work in Buddhist literature

Other Peace Advocates and their Significant Works Mawlana Rumi,

a thirteenth-century Persian poet, jurist, theologian, and Sufi mystic, has been mostly appreciated for his spiritual legacy in the past seven centuries by Iranians, Turks, Arabs, Afghans, Indian Muslims and other Central Asian Muslims His influence has gone beyond national and ethnic borders Rumi’s works, which were written in the Persian language, are widely read today across the Middle East Many of his works have been translated into other languages and welcomed by large audience throughout the world His poems have been so popular in the U.S that Rumi was given the title “the most popular poet in America” in 2007 - seven hundred years after his death (PoemHunter.com Website, 2014)

Rumi’s most famous work is Masnavi, a six-volume poem consisting of

approximately 27,000 couplets of Persian poetry The poem is considered one

of the greatest works of mystical poetry and is best known as the most

influential work of both Sufism and Persian literature With the title meaning

rhyming couplets of profound spiritual meaning, Masnavi is a Sufi masterpiece

aiming at teaching the Sufis how to reach their goal of “oneness” with God

The work presents the various dimensions of Sufi spiritual life and provides guidance and advice to disciples on their spiritual paths With the anecdotes

taken from Qur’an and fables and stories from everyday life, Rumi incorporates

a variety of Islamic wisdom within the work and encourages his readers and listeners to reflect deeply through his detailed discussion on moral lessons

after each story Through his discourse, Rumi develops universal concepts on

the meaning of human life and existence, the relations between human beings and their relations in the universe, and the paths to attain peace and harmony

Rumi’s Seven Sessions is a series of sermons or lectures given in seven

assemblies or meetings with his followers The style, which is typical of the genre of Sufi spiritual teachers, is rather simple, but the quotation of Arabic

and commentary on the deeper meaning of Qur’an show Rumi’s knowledge of

the traditional Islamic sources

While Seven Sessions is a compilation of sermons given at the request

of notables, In It What’s in It is another Rumi’s work which consists of

seventy-one talks and lectures given to his disciples on various occasions The style of

the work is colloquial without sophisticated wordplay with the aim of targeting middle-class men and women

The Letters contains Rumi’s letters to his family, disciples, scholars,

nobles, men of states and kings Unlike the Persian style of the two above

mentioned works in the form of lectures and sermons, The Letters is highly

sophisticated and in conformity with the style of correspondence that men from

the higher classes were expected to use

Rumi’s works testify that he was a social activist who kept very busy

ministering to his community He maximized his social contact with people of

all classes through education and intercultural dialogue The teachings of Rumi are considered ecumenical in nature The world of Rumi is close to everyone; it

is the highest state of a human being - a fully evolved human being who is not

bound by religious or cultural limitations regardless of being a Sufi, a Hindu, a Jew or a Christian (Naini, 2011)

Today, his poems can be read and heard not only in churches,

mosques, synagogues but also at the modern performances in downtown New

York (New World Encyclopedia Website, 2014) That is because his visions, words and life have proved that people of all religions and backgrounds can live in peace and harmony together, and his fundamental teachings have been instrumental to create a world of peace and harmony

Pope John Paul II was one of the most recognized men in the world during the turn of the twentieth and twenty-first century He was born in Wadowice, Poland on the 18th May, 1920 and was named Karol Jozef Wojtyla, with Karol after his father and Jozef after the father of Jesus Christ (The CNN Library Website, 2014) He belongs to the world's biggest promoters of peace and human rights He was the leader of the Roman Catholic Church from 1978

to 2005 and he assumed a greater political role in world affairs than any other Pope before him

The Pope was the leader of the Catholic Church worldwide and he could speak eight languages fluently He traveled a lot to many parts of the world, including the Muslim countries With an effort to erase the discrimination between the Muslim world and the Christian world and bring them closer together, His Holiness became the first Pope in over 60 years to visit an Islamic country (John Paul II: The Biography.com Website, 2014) The Pope also extended his influence to the people in many parts of the world He actively promoted peace movement among Christians in particular and people

in the world in general

With his humanity, moral values, spiritual strength and faithfulness in Catholic tradition, he successfully inspired the people of various religious faiths and gained widespread respect He raised his powerful voice to protest the Iraq war in front of the United Nations and expressed his strong opinion against that war to the American president by calling the war defeat for humanity which could not be morally or legally justified (Milbank, 2004)

His principal writings include 14 encyclicals or writings on church doctrine addressed to church leaders, 13 apostolic exhortations, 11 apostolic constitutions and 42 apostolic letters or papal messages to the people He

authored to four books: Crossing the Threshold of Hope (1994), Gift and Mystery: on the 50th Anniversary of My Priestly Ordination (1996), Roman Tryptych - Meditations (2003), and Love and Responsibility (1981)

Over the course of his more than twenty-six-years as Pontiff, the Pope delivered the message on peace on the World Peace Day every year from

1979 to 2005 as part of a comprehensive peace agenda The collection of his messages on the Day of Peace consists of 26 topics revolving around the concept of peace and ways to create peace With his deep understanding of human nature and the present day problems, His Holiness proposes suggestions on how to help each human being attain peace and how to construct a world of peace and harmony for the entire humanity

His peace agenda is considered a milestone foundation for its firm commitment to human rights, especially the right to freedom of religion and

conscience Human rights, which he emphasizes as the cornerstone of a

well-ordered and peaceful society, became a recurring and important topic in several of his public statements In later years, His Holiness attempted to

promote his commitment to freedom of religion and conscience through

dialogue with other religions as he believed this would give a way to a united commitment for peace, a united commitment for respect of differing beliefs,

and a way to avoid a "clash of cultures or religions."

Daisaku Ikeda, born January 2, 1928 in Japan, is currently the head of

Sōka Gakkai International (SGI), a Nichiren Buddhist oriented present day lay

association of Buddhists which claims 12 million members in 192 countries and

territories Being a devoted advocate of peace and the founder of several educational, cultural and peace research institutions, Ikeda was listed in

Watkins Books' Watkins Mind Body Spirit as the 69th most spiritually influential

living person in 2012, and the 78th in 2013 (Soka Gakkai, 2012)

With the role as a Nichiren Buddhist leader, philosopher and educator,

Ikeda has founded several institutions with a network of several peace heroes

For example, the International Committee of Artists for Peace (ICAP) consists

of visionary artists such as Pascual and Angela Olivera, Herbie Hancock, and Patrick Duffy and its Advisory Board includes the well-known peace figures such

as Prince Hassan bin Talal, Betty Williams, James and Nancy Chuda, Michael

Nobel, and Shele Sondheim All the institutions which he founded share the mission to promote Ikeda’s underlying conviction that every person possesses

the capacity to create limitless value in harmony with other fellow human beings

Due to his tireless pursuit to promote peace through humanism over the past 60 years, Ikeda has been recognised worldwide and received over 300 academic

honours for what he has contributed to the humanity (ICAP, 2011)

Being a prolific writer, social activist, peace promoter, and interpreter of Nichiren Buddhism, Ikeda has addressed a variety of topics such as the

transformative value of religion, the universal sanctity of life, sustainable

progress and development, and social responsibility His interests are in photography, art, philosophy, and music He has signed the Earth Charter,

demonstrating his commitment to environmental causes and issues He has

also written a peace proposal in January of each year since 1983 (Gulah, 2010)

Ikeda is a well-traveled person who has been to more than 50 countries

and conducted discussions with political, cultural, and educational figures

(SGI Office of Public Information, 2014) His trips also aim to teach, support, and

encourage SGI practitioners throughout the world Under Ikeda's leadership SGI has developed as a broad-based cross cultural and international grass

roots peace movement around the world Promoting a spirit of global

citizenship, Ikeda has inspired SGI members and fostered within them a strong moral idea and attitude of responsibility for the society not only restricted to

their own community but extended to global scale

With the key themes drawn from his 20 years of university lectures and

proposals to the United Nations, Ikeda’s book For the Sake of Peace - Seven

Paths to Global Harmony: A Buddhist Perspective (2001) identifies the routes to

peace including self-mastery, dialogue and tolerance, and the path of culture The work presents a vision of establishing global peace in both passionate and practical

way Through the informed and insightful concepts of peace, Ikeda shows his deep

understanding of human nature and a fundamental perspective that the human beings are not only the basis of social systems and institutions, but they

themselves are also the cause of the problems, and solutions for those problems

Peace Education and Culture of Peace Peace education, a field

consisting of several multidisciplinary sub-fields, has a long history and varies

in perspectives and approaches according to contexts Throughout history,

human beings have taught and learnt from each other solutions to deal with

conflicts and techniques to avoid violence (Harris, 1988) The teachings of peace can be largely found in several religions with long traditional history These religions - following the teachings of Jesus Christ, Buddha, Mohammed, Baha’u’llah, Moses, and Lao Tse - all have their system of principles and preaching to promote visions of peace and advance peace practice Peace education has been conducted by generations of humans both informally as activities in communities and formally as scholarly activities at institutions He cites that the growth of peace education is associated with the growth of peace movements Likewise, he categorizes peace education chronologically with various approaches respectively

The first modern peace movement against war took place in the nineteenth century from the time after Napoleonic wars to the preceding of the First World War At this time, societies of progressive politicians and intellectuals were formed to study the threats of wars, followed by a movement when groups of teachers, students and professors formed peace societies to educate the general public about the dangers of war Between the First and the Second World War, social studies teachers started teaching international relations so that students would not wage war against foreigners Likewise, peace educators promoted a progressive education reform which provided students with awareness of common humanity that helped breakdown national barriers leading to war