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UNESCO is a specialised agency within the UN system. It is separate from and not subordinate to the United Nations General Assembly in New York and has its own Constitution that espouses the virtues of the UN Charter through the promotion of education, the sciences, culture and communication. Its Director-General is from Japan, the Chairperson of the General Conference is from Nigeria and the Chairperson of the Executive Board is from Germany.

I am pleased to speak to you today about UNESCO's activities and approaches in the area of Dialogue among Civilizations, Cultures and Peoples. I shall do so, not as an academic, neither as a practitioner, but as an international civil servant - I should like to add that what I say reflect my personal opinions and do not necessarily reflect those of my Organisation.

UNESCO was created in the aftermath of the Second World War. At that time, the political representatives stated that "peace must […] be founded, if it is not to fail, upon the intellectual and moral solidarity of mankind". They also said that "ignorance of each other's ways and lives has been a common cause, throughout […] history […], of that suspicion and mistrust between peoples of the world through which their differences have all too often broken into war." UNESCO was created therefore "to contribute to peace and security by promoting collaboration among the nations through education, science, culture [and communication] in order to further universal respect for justice, the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations." [1]

So, when we talk about relatively "new" concepts such as dialogue among civilizations, we - at UNESCO - are simply referring to the mandate established for us 60 years ago.

The Dialogue among Civilizations [2] :

For some time now, UNESCO has been undergoing far reaching reforms, with a major focus on enhancing relevance and excellence in an increasingly competitive and changing global environment. We have begun to focus on new flagship activities - areas where UNESCO's work is unique in the world and has made a palpable difference. The dialogue among civilizations, cultures and peoples is one such area in which UNESCO has done rather unique, if not commendable work in the past.

The Bureau of Strategic Planning, where I work, acts as focal point for UNESCO's overall activities linked to the Dialogue among Civilizations, cultures and peoples. We see it as a cross-sectoral activity - extending through education, the sciences, culture and communication.

The objective of the dialogue among civilizations is to bridge the gap in knowledge worldwide about other civilizations, cultures and societies; to lay the foundations for dialogue based on universally shared values and to undertake concrete activities, inspired and driven by dialogue, especially in the areas of education, cultural diversity and heritage, science and communication [3].

The year 2001 was observed as United Nations Year of Dialogue among Civilizations, initiated by President Khatami of the Islamic Republic of Iran and proclaimed by the UN General Assembly in November 1998. In September 2000, UNESCO pre-launched the year with a Presidential and an Expert Roundtable about the subject, on the eve of the UN Millennium Summit in New York. UNESCO followed this up with the preparation of a comprehensive action plan for its own efforts aimed at facilitating and promoting dialogue among cultures and civilizations. Several international meetings were held in 2001 - notably in Vilnius, Lithuania in April, in Kyoto, Japan in August and at UNESCO Headquarters in December - they helped to bring focus to efforts at understanding the complexities of the dialogue among cultures and civilizations.

The tragic events on 11 September 2001 instilled new momentum and even a sense of urgency to these efforts. Against the looming spectre of international terrorism, the 31st session of UNESCO's General Conference (October 2001), adopted a resolution calling for international cooperation to prevent and eradicate acts of terrorism stating that "the world community requires a global and inclusive vision of development based on the observance of human rights, mutual respect, intercultural dialogue and the alleviation of poverty, founded on justice, equity and solidarity, to meet the needs of the most vulnerable populations and segments of society." [4] This Decision emphasized that a commitment to dialogue among cultures and civilizations is also a commitment to fight terrorism, as terror rests always and everywhere upon prejudices, intolerance, exclusion and, above all, on the rejection of any dialogue. No religion preaches terror, nor are there national interests or reasons that would justify terror. Terror rests always and everywhere upon prejudices, intolerance, exclusion and, above all, on the rejection of any dialogue. Terrorism can never be justified whatever the motives and should be condemned in an unequivocal fashion. Dissuasion, denial, cooperation and dialogue are four types of activities identified by the international community to counter terrorism.

A complementarity exists between UNESCO's activities in support of a dialogue among cultures and civilizations and those seen as contributing to the overall fight against terrorism. While recognising conclusions made by Member States, such as Canada who state that "it is impossible to draw a causal connection between terrorism and any one factor or set of factors." [5] In our view [6], terrorism is a form of violence with strong symbolic or communicative elements, drawing on images and myths. The principal aims of terrorists are to kill and do damage as well as to impress people emotionally and send a specific message. Today, in political and academic debates on terrorism, efforts to reach a common definition of terrorism appear to be overtaken by a focus on terrorist movements and underlying motivations for terrorist behaviour. If terrorism is to be countered and prevented, one needs to know about its causes and the special motives underlying it. Terrorist groups also operate in a social milieu which surrounds and supports them and from which they recruit members. Any attempt to counter terrorism needs to target efforts also to this supporting infrastructure.

Encouragingly 2001 was also marked by high-level international meetings and the drafting of the UNESCO Universal Declaration on Cultural Diversity which set the seal on the Organization's commitment to the defence of the "fruitful diversity of cultures", an objective laid down in its Constitution. The Declaration stresses the cultural challenges posed by globalization and lays emphasis on the promotion of intercultural dialogue [7]. May 21st has been proclaimed World Day for Cultural Diversity for Dialogue and Development. The adoption of United Nations General Assembly resolution 56/6 of 21 November 2001 on the "Global Agenda for Dialogue among Civilizations" underlined the desire of the international community to make a concrete and tangible, albeit medium- and long-term impact and difference, through dialogue-based efforts and initiatives. By the end of the year the United Nations General Assembly invited UNESCO "to continue to encourage and facilitate dialogue among civilizations and formulate ways and means to promote dialogue among civilizations in the activities of the United Nations in various fields." [8]

Throughout our own research, we have come to understand the term "civilization" to mean a universal, plural and non-hierarchical phenomenon [9], nourished by each society's specific characteristics, and encompassing a multiplicity of dimensions (economic, political, social, environmental, educational, scientific, cultural, philosophical, spiritual, etc.). UNESCO emphasises that there is no civilization that has not been enriched by interaction and exchange with other civilizations: that civilizations are profoundly "intercultural" and are founded on sharing, understanding of the "Other" and mutual enrichment through dialogue.[10] This is highlighted in the recently adopted UNESCO Universal Declaration on Cultural Diversity which states that "respect for the diversity of cultures, tolerance, dialogue and co-operation, in a climate of mutual trust and understanding are among the best guarantees of international peace and security." [11]

This runs counter to the notion of a clash between civilizations evoked by some. Such a clash is not humanity's collective destiny and would be bound to construct cultural divides in human minds. Setting up such divides flies in the face of historical experience and the actual intercultural reality. Rather, civilizations and societies are characterized today by the quest for genuine dialogue in various forms and through different mechanisms. Dialogue is vital in opening up space for a deeper understanding of the diversity of peoples. It helps to shed misconceptions, dispel misperceptions and stereotypes, reveal differences, and generate confidence and trust.

All cultures and civilizations are equal. Dialogue should therefore be based on commonly shared values and ethical principles, such as tolerance, respect for others, mutual understanding, respect for cultural diversity, and adherence to non-violence and the principles of peaceful co-existence. Dialogue needs to be rooted in democratic practices, the rule of law, respect for human rights and fundamental freedoms, the dignity of the individual as well as in justice and equity. Indeed, dialogue is the key for sustainable development and progress as well as peace. The link between dialogue and the building and a culture of peace is one fundamental aspect underlying these considerations. Let us recall that in 1998, the United Nations General Assembly entrusted UNESCO with the responsibility of coordinating activities of the International Decade for a Culture of Peace and Non-Violence for the Children of the World (2001-2010) [12]. Especially in the context of globalization, dialogue has the potential to become an engine for bolstering peace and security, reconciling conflicts, reinforcing cultural diversity and advancing sustainable development.

Globalization is inextricably linked with and indeed impossible without a dialogue among cultures and civilizations. Genuine dialogue based on openness towards all others and open-ended discussions are vital to the creation of the space necessary for deeper understanding of the diverse nature of the human family. It helps to shed misconceptions, dispel misunderstandings and stereotypes, reveal differences, and to generate confidence and trust. [13] As globalization continues to generate new and disquieting asymmetries, dialogue among cultures and civilizations is acquiring an ever sharper profile. True dialogue demands that attention be given to the multiple factors that influence people's lives - economic, political, cultural and environmental.

Many feared that the dialogue may become too academic or theoretical, in short irrelevant for the true challenges facing people.

In the lead-up to 2001 and thereafter, a series of international conferences was held to raise awareness among decision-makers and civil society stakeholders with a view to promoting the principles of dialogue, strengthening international cooperation and adopting principles of constructive pluralism. In order to generate results, however, it is now widely felt that activities must move beyond general principles and agreements about support for, the value of, and the values underlying dialogue towards concrete approaches and programmatic activities that can transform "the dialogue from the conference hall into policies and practices with consequences for how people live together, interact with each other and understand one another" (Koïchiro Matsuura) [14] Only then can the dialogue be transformed into a genuine tool for bolstering peace and security and advancing sustainable development.

Several refinements were introduced to that end :

(a) a concretization of the type of activities to be undertaken in UNESCO's domains, as defined by the International Ministerial Conference on the Dialogue among Civilizations, held in New Delhi, India, in June 2003;

(b) a move from the global to the regional arena, exemplified by the "Regional Forum on Dialogue among Civilizations", held in Ohrid, Former Yugoslav Republic of Macedonia, in August 2003;

(c) the emphasis on the need for multi-stakeholder involvement, including civil society, at various levels as well as the need to mobilize the entire range of UNESCO mechanisms and networks - field offices, National Commissions, chairs and fellowships.

Both the New Delhi and Ohrid experiences were consolidated in 32 C/Resolution 47 of the General Conference on "New Perspectives in UNESCO's Activities Pertaining to the Dialogue among Civilizations and Cultures" [15], which henceforth provides the broad framework for UNESCO's action. The resolution validated a set of principles and values, a methodological approach with multi-stakeholder involvement and a multi-directional orientation for dialogue activities drawing on all of UNESCO's domains. It called for emphasis and action in the following areas :

(a) education, especially through the pursuit of the six Education for All (EFA) goals and concretely through efforts to promote quality education;

(b) the sciences and technology, including the role of traditional and local knowledge systems;

(c) cultural diversity in all its dimensions, including world heritage;

(d) the media, and information and communication technologies.

A thematic debate of UNESCO's Executive Board in October 2004 [16] underlined the growing importance attached by all Member States to dialogue, prompted by a sense of shared vulnerability and a corresponding shared sense of responsibility to act. Social capital, cultural competence and ethical intelligence were identified as critical vectors around which action needed to be induced. The debate also pointed to the critical dimension of majority-minority and ethnic relations. The development of a sense of self-reflexivity in relation to others and the need to develop a sense of respect for the Other is seen to provide a basis for mutual learning. Indeed, all civilizations ought to become learning civilizations enabling the development of a broad dialogue among and with other civilizations. Respect for the Other includes issues related to women's rights, women's empowerment and gender equality. This implies the need for both women and men to participate in dialogue-related activities, strengthening a culture of peace and peace-building.

As a first step towards a reinforced global dialogue, it has become more important than ever to steer clear of ideas, beliefs, assumptions, and perceptions, which are dangerous or plainly untrue. We must constantly be watching out for, and combat, new ignorances and prejudices. This task of argument, persuasion, and reasoning is not only inherent in the UNESCO's mandate of working upon "the minds of men" through its fields of competence, but is a constitutive aspect of dialogue itself.

First, because the "clash" perspective -- the theory of anarchy and conflict - completely ignores the well-documented flourishing of cultural diversity within each civilization; no civilization is the monolithic entity assumed in such a perspective. Judging from the wealth of scientific literature which have been published -- and re-printed -- in the past months on Islam, for example, one obviously does not have to possess any specific expert knowledge to detect the immense scope of diversity, which is subsumed under the generic term "Islam". The clash-theory, however, glosses over the multitude of cultural particularities, values, beliefs, perceptions and other non-material factors inherent in each and every civilization, and is thus radically removed from the cultural "realities" it alleges to speak about.

Second, if there is one thing that has become definitively apparent in the past months, it is that no modern pluralistic society, if it wishes to ensure peace and to preserve the well being of its citizens, can afford to pay the price of cultural monologue or cultural fundamentalism. UNESCO has always maintained, and continues to insist upon, a definition of the term "civilization" which denotes a universal, plural and non-hierarchical phenomenon and one that is also interactive since every civilization has been enriched by contact and exchange with other civilizations. This position would seem to carry even more scientific weight today as intercultural exchanges, cultural penetration and overlapping, and the coexistence in a given social space of several cultural traditions, have intensified in scope and pace with globalization - and indeed in many Western countries as a result of immigration and refugee flows.

Globalization and the emergence of new contemporary challenges and threats to humankind make the need for dialogue among peoples ever more topical. A principal objective of a dialogue is to bridge the gap in knowledge about other civilizations, cultures and societies, to lay the foundations for dialogue based on universally shared values and to undertake concrete activities, inspired and driven by dialogue, especially in the areas of education, cultural diversity and heritage, the sciences and communication and media.

Today, a broad sense of commonality and agreement has been reached - not least as a result of a long chain of international events sponsored by UNESCO - with respect to an overarching framework for the dialogue consisting of a set of universally shared values, which cuts across all cultures and civilizations, propounding basic standards of behaviour and providing form and substance to identities. These values constitute the very basis of social cohesion and collective purpose. Tolerance is a fundamental value that incorporates respect for the Other regardless of diversity of belief, culture and language, neither fearing nor repressing differences within and between societies, but cherishing them as a precious asset of humanity. Other globally shared values are mutual understanding, respect for and the upholding of cultural diversity, commitment to peace, non-violence and peaceful practices, respect for human dignity, observance of human rights, commitment to democratic practices, sustainable development and human solidarity. The current challenge is dual: to translate them into reality through concrete action and to re-instil and regularly reaffirm these values, especially in succeeding generations.

The new approach to the dialogue among cultures and civilizations - a regional approach with the development of concrete and implementable action proposals drawing on a broad range of stakeholders - found its expression at several conferences of a regional and subregional nature with the participation of political leaders at the highest levels, experts and representatives of civil societies: Sana'a, Yemen, in February 2004; Issyk-Kul, Kyrgyz Republic, in June 2004; Tirana, Albania, in December 2004; and Hanoi, Viet Nam, in December 2004. All these events defined specific action and activities to be undertaken or reinforced at the regional and subregional levels, drawing on the varied and multisectoral programme expertise of UNESCO. Some events also explored avenues, themes and mechanisms to advance inter-religious and inter-ethnic dialogue.

Focus is to be provided by concentrating on select thematic issues, where dialogue could yield practical results, such as in education - especially involving the youth -, cultural heritage, scientific cooperation and networking, and the media. We feel that emphasis in the following areas will be helpful in promoting, reinforcing and contributing to greater understanding of the Other and further dialogue among cultures, civilizations and peoples :

(i) education, especially through the pursuit of the six Education for All (EFA) goals and concretely through efforts to promote quality education;

(ii) the sciences and technology, including the role of traditional and local knowledge systems;

(iii) cultural diversity in all its dimensions, including world heritage;

(iv) the media and information and communication technologies.

I have actively listened to the discussions of the past few days. Our role within UNESCO's Bureau of Strategic Planning is to convey the decisions taken by Member States of UNESCO to others and to keep an ear to the ground with the purpose of understanding events so as to ensure that UNESCO can act as proactively as possible to situations as they unveil. I was here, therefore, to speak about what my intergovernmental agency does, but, more so, to listen actively to what all of you have said, so as to convey your opinions to my authorities. A task that I shall do with pleasure.

[1] Constitution of the United Nations Educational, Scientific and Cultural Organization, London, 16 November 1945, Preamble and Article 1.
[2] Kindly note that this up-dated section is largely inspired by a presentation given by Hans d'Orville, Director of the Bureau of Strategic Studies, at Wilton Park, UK on 13 February 2002 entitled: "Dialogue among Civilizations: The Role of International Organizations, Western Policies and the Islamic World"
[3] A/RES/56/6, adopted by the United Nations General Assembly on 21 November 2001
[4] 30C/Res/31adopted at the 11th plenary session of UNESCO's General Conference on 20 October 2001.
[5] Canada's "Official response to eDiscussion on Security", Policy Research Division, Foreign Affairs Canada, Ottawa, 15 April 2005
[6] 171 EX/40 Report of the Director-General on the Promotion of the Dialogue among Peoples, UNESCO, 17 March 2005
[7] UNESCO Universal Declaration on Cultural Diversity, adopted by the General Conference of UNESCO in November 2001
[8] A/RES/56/6, adopted by the United Nations General Assembly on 21 November 2001
[9] 171 EX/40 Report of the Director-General on the Promotion of the Dialogue among Peoples, UNESCO, 17 March 2005
[10] 161 EX/INF.14 Part II, paragraph 8, Report of the Director-General on the execution of the programme adopted by the General Conference: United Nations Year of Dialogue among Civilizations - UNESCO Framework for Action
[11] UNESCO Universal Declaration on Cultural Diversity, adopted by the General Conference of UNESCO in November 2001
[12] A/RES/53/25, adopted by the United Nations General Assembly on 19 November 1998
[13] Address to be given by Dr. Hans d'Orville entitled "The nexus between environment, peace and the dialogue among civilisations and cultures" to the Tehran International Conference on Environment, Peace and Dialogue among Civilisations and Cultures, Tehran, 9 May 2005
[14] Address by Mr Koïchiro Matsuura, Director-General of UNESCO, on the occasion of the award of a doctoris honoris causa by Moscow State University; Moscow, 26 November 2003
[15] 32 C/INF.15, Information document by the Director-General, 11 October 2003 and Records of the General Conference Vol. 1, Resolutions, 32 C/Resolution 47 UNESCO, Paris 2004
[16] 170 EX/INF.15, 9 August 2004