Peace Education · HWPL
Peace-Education Trainings
Curriculum-based peace education as professional development for educators – tested internationally, from Egypt to India, Mongolia and Berlin.
The environments peace education is designed for
- Embedded as a long-term curriculum — for lasting skills, not as a short-term crisis response
- Forward-looking systems: private schools, gifted, diplomat and politics academies that have peace in their curriculum — or want to
- Environments that already train peace ambassadors
- Institutions facing major change, where teachers and learners need an anchor
- Post-war generations investing in rebuilding and a more peaceful future
What my trainings deliver
- Curriculum-based, internationally tested practice rather than appeal — the HWPL approach
- Concrete classroom tools: a gratitude opening, a breathing exercise, active listening
- Values such as appreciation, forgiveness, courage and respect — across cultures
- Teachers who guide conflict without violence and leave no one out
- Lasting grounding, with a certificate of participation
Peace is a capability learned decades before conflict – and one of the places it begins is the classroom. In my peace-education trainings I work with teachers on how empathy, attentive listening and constructive conflict resolution can take concrete shape in everyday teaching. As a member of the global peace organisation HWPL (Heavenly Culture, World Peace, Restoration of Light), I combine tested methods with the lived experience of educators across national borders. The range runs from teacher trainings and keynotes to peace-ambassador formats in schools.
Peace education as a profession – not as inspiration
In my work, peace education is not an appeal but a teachable practice. Educators learn to open a lesson with a question of gratitude, to prepare heart and mind to concentrate, and to use a breathing exercise against stress or anger. It is about leading with the heart, listening attentively and accompanying students so that none feel left out. And it is about adapting the method to the needs of each individual child.
How I design: Appreciative Inquiry
My trainings are designed using the Appreciative Inquiry approach – a set of generative questions, choreographies and frameworks for transforming mindsets rather than managing deficits. The same approach can be used one-to-one, in small groups, in workshops and in whole-system transformation. A training opens with intention: with music and the question “What are you grateful for today?”, a breathing exercise and a “Peace Vision” moment – a hand on the heart, a moment of gratitude. It is precisely these seemingly simple exercises that participants consistently name as the most valuable.
Learning from practice: mentoring and student exercises
Peace education lives on concrete tools tested in the classroom. In my workshops I share learnings from the HWPL school in India and hold conversations with guest mentors such as Dr Sakshi Sharma (HWPL India) – on “Active Listening” for resolving conflict peacefully, or the “Passion Discovery Journal” for living a fuller life. Parents are brought in too, through emotion-regulation tools, conversation starters and child-friendly steps for resolving conflict. The result is a repertoire educators can carry straight into their own teaching.
How we work together
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Workshops for students
Interactive peace education: empathy, attentive listening and constructive ways of handling conflict — designed for the age group, with dialogue, reflection and group work.
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Trainings for teachers
Teachers learn to carry peace education into their classrooms as concrete practice — with tools they can use straight away.
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Motivational speeches & keynotes
Talks that guide and inspire young people — under the guiding idea “refill your tank with positive energy”. Positive energy as a stance that opens rooms.
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Collaborations & partnerships
I am open to collaborations, mentorship and associations with universities, schools, community and membership programmes, and organisations.
What a peace-education training includes
- A grateful opening Beginning with music and a question of gratitude – preparing heart and mind to concentrate.
- Breathing exercise & “Peace Vision” A moment of calm and centring against stress or anger – rated by participants as especially valuable.
- Appreciative Inquiry design Generative questions and frameworks, usable 1:1, in small groups, in workshops and in whole-system transformation.
- Guest mentoring Interviews with experienced educators on tested exercises such as “Active Listening” and “Empathy Role Play”.
- Involving parents Emotion-regulation tools, conversation starters and child-friendly steps for resolving conflict.
- Certificate of participation For educators who take part actively and carry the process with them.
Past projects
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PEWE – Peace Education Wisdom Exchange, Mongolia (28 September 2024)
An online teacher workshop I designed together with the HWPL Mongolia team, connecting educators from Germany, Korea, Mongolia and India – around 100 participants, with a certificate of participation for those who stayed and engaged actively. The workshop was designed using Appreciative Inquiry: from a grateful opening through a breathing exercise and “Peace Vision” to two segments – the “why” of peace education (teachers shared motivations such as teaching empathy) and a guest-mentor interview with Dr Sakshi Sharma (HWPL India).
OutcomeAround 100 educators from four countries took part; everyone who engaged actively received a certificate of participation.
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MERI University, Delhi (India)
Guest expert · Intercultural Integration Across Borders. Invited as a guest expert in MERI University’s international e-learning programme “GPETS 24.1 – Inter-Cultural Integration Across Borders”. The session explored intercultural communication, global citizenship and the skills needed to collaborate across cultural, national and disciplinary boundaries.
OutcomeStudents on an international e-learning programme built skills for collaborating across cultural and national boundaries.
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Arwachin Public School & HWPL Peace Ambassador Program, Delhi NCR (India)
Peace-education facilitator · 15-day school-based programme. Designed and facilitated peace-education activities in partnership with Arwachin Public School and HWPL. The programme encouraged students to reflect on their role as future Peace Ambassadors and to inspire other young people through empathy, dialogue and constructive conflict engagement.
OutcomeA 15-day school programme; students grew into their role as future Peace Ambassadors and passed on empathy and dialogue.
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Amcha Ghar Public School & Orphanage, Mumbai (India)
Peace workshop series · ~30 students (ages 12–15). An interactive peace-education workshop series for around 30 students in grades 6–8, including children connected to the Amcha Ghar orphanage. The focus was empathy, peaceful leadership, self-worth and how young people can become positive role models in their communities — through dialogue, reflection, visualisation and group activities.
OutcomeAround 30 young people (ages 12–15) strengthened self-worth and peaceful leadership — and became role models in their community.
What are you grateful for today?
If you would like to root peace education in your school, your teaching team or your programme, let’s start a conversation.
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