As I sat down to share the Congo Peace School update from Amani, a theme arose: Transforming ourselves to transform the world. Oftentimes it seems the universe is trying to teach us critical lessons by showing us different versions of them, how the same theme is playing out in various ways around the world, in different people.
As Amani posed questions to some of the Congo Peace School teachers, their answers echoed what I’d just read via writer and activist adrienne maree brown. On Instagram, brown shared some of the lessons she’s learned (and is learning) from Grace Lee Boggs, writing:
“Grace also said, 'We must transform ourselves to transform the world,’ which is taking me years to understand and embody. The way I think of it now is in the framework of the imagination battle: there is a war going on for the future—it is cultural, ideological, economic, and spiritual. And as in any war, there is a front line, a place where the action is urgent, where the battle will be won or lost. The world, the values of the world, are shaped by the choices each of us make. Which means my thinking, my actions, my relationships, and my life create a front line for the possibilities of the entire species. Each one of us is an individual practice ground for what the whole can or cannot do, will or will not do."
— adrienne maree brown
Your support gives the foundation for the teachers and support staff of the Congo Peace School to transform themselves, and teach in a way that allows the students to transform themselves, inside out, to be true ambassadors of peace and social justice.
Read what some of the teachers shared as the differences between the Congo Peace School’s approach to education from the local Congolese schools they attended or taught at before joining the Congo Peace School. The impact of your giving is already being seen in lives transformed, which will transform the world.
Daniel teaches Geography, and has been at the Congo Peace School (CPS) since the first year, in September 2018. He shared: “I am 33 and started teaching at CPS when it started. Prior to that I had been a teacher of geography for six years in different local schools. The difference between how I teach at CPS and how I was taught is like night and day as far as many aspects are concerned. At the CPS, I never use corporal punishment to correct children’s mistakes during my teaching sessions, while as a student, I was often caned any time I failed to answer any question by the teacher.
“The way I ask questions to my students at the CPS is totally different from how our teachers were asking us questions. Most of our questions from our teachers were closed questions, yes or no questions, whereas at the CPS our question approach is mostly divergent questions, allowing students to speak their minds and to promote critical thinking. I like how we teach students at CPS because of notions like respect, equality, peace, justice, and nonviolence, and I have realized that these ideas help children grow up with self confidence with no fear. When I was in secondary school, we feared our teachers and we were not allowed to ask any questions.”
Photo Credit: Tomaso Lisca
When asked, how do you think this method of teaching students will make an impact in their lives? In your community? In your country? Daniel replied: “This method of teaching is helping the students transform their trauma and suffering. They are growing up without fear and learning to respect each other and every human being at a community level. Knowing the rights of others is key in the stability of every human society. Promoting the culture of positive values helps countries to stabilize and thrive. So, the Congo Peace School is not a school for only the students who attend it but us teachers also because we keep learning day by day.”
Lydie first started at the Congo Peace School as a secondary school teacher before transitioning to be the elementary school principal. In response to what is different about the CPS from her previous educational experience, she shared that when she first started working, she was “attracted by the different writings on the walls, quotes summarizing the philosophy of the CPS teaching approach. I was mostly attracted by the saying: Fighting hatred, learning tolerance and seeking justice and equality. These are things I was never exposed to in the school I went to. We teach students in promoting positive leadership as opposed to exercising our authority and power over our students.”
The impact of this method of teaching, she says, comes from the understanding of their freedom. “Free leaders will lead their countrymen with freedom and this is where I see our teaching approach will have an impact on the students as future leaders, and on the community they will lead, and that will spread freedom over the entire country. It’s amazing to see how the students are being transformed at the individual level, being open, free in thinking and the community is directly impacted by having their members bring about change. I can’t wait to see how the country is going to be changed by these students.”
Clovis teaches 6th grade elementary, and is realizing the difference having access to a library and computer lab make at the Congo Peace School. “I went to a school with no books for the students but here at the CPS we have the unique chance to have books for students and teachers all the time. With more than 10 years experience in the elementary school teaching system, I never taught students using a real computer, but here at the CPS, right after I was hired, I took a training in computer skills. The whole time I was a student in both elementary and secondary schools, I never saw a computer.”
CPS computer lab and part of library. Photo Credit: Tomaso Lisca
“Teaching respect, peace, spreading love, and especially the psychosocial component [of the Congo Peace School] makes it more and more beautiful, because children have someone who will listen to them and help them heal. The different trauma healing activities the teachers are involved in is unique, I never experienced that as a student.”
Reflecting on the impact of the school’s curriculum, Clovis said, “Our CPS teaching approach will and is already impacting the lives of our students as individuals, healing to be part of their school beloved community, and their healing is spreading to the community and the country will benefit having healed citizens.”
Fitina, who has over 16 years experience teaching elementary school, shared, “As teachers at the Congo Peace School, we don't only teach maths, languages, and history, we go beyond, we promote human rights. I deeply like the CPS teaching approach as long as it is centered on peace.”
Echoing Grace Lee Boggs, Fitina noted, “Everyone needs peace as a right, having children who understand that peace begins within themselves, they are giving peace to others at a community level and then the entire country. Our teaching approach helps students transform themselves, then transform the community and the country. Otherwise, untransformed suffering will be transferred.”
Amani also shared photos of the students relaxing and playing at the Congo Peace School’s campus. In a country mired in conflict, with recent bouts of armed conflict in neighboring areas (Mumosho remains a peaceful region), these kids and young adults feel safe at the school.
Your partnership allows these students the healing space and practices, the loving teachers and staff necessary to transform their trauma, pain, and fear and then transfer peace into their community, country, transforming our world.