Education for Peace

In the present time violence is increasing rapidly in human being. If we look at the world today we feel frustrated and even fearful to see the types of violent acts done by man. Today man is living in an era of unprecedented violence, in the world of international terrorism and warfare, crime, injustice, harassment and exploitation. Much of the human race struggles in poverty, struggling for survival. There is huge disorder and confusion in society Made by Man. The reality of society is that the status of disorder and misunderstanding in the society is affecting innocent minds. Today children are absorbing the atmosphere and the strength of violence in us. The next generation is becoming the leader of violence. Therefore, time is needed to cultivate peace in the mind/hearts of children. In present era, education is the only way by which peace and moral values can be inculcate by providing value education to the children. We proudly announce that India is always a peace loving country. This love for peace, which is in our blood and is inherited from our ancestors, has survived in our hearts, and is active even today.

Webster Dictionary defines peace as a state of quiet and tranquility, clam or repose, freedom from war or the absence of strife. Peace is also interpreted as a divine and ultimate source of eternal calm and happiness. The actual peace is that state of mind or attitude when the men stay calm and composed amid all the mental, physical and natural chaos. Peace in reality is a feeling that transcends all the mundane barriers and fills the man with smugness. This peace, in fact is a bent of mind that entails the values of 3Fs viz. Fortitude, Forbearance and Fraternity. Peace inculcates the 3Fs and defies the human instincts that are detrimental to the interests of the society in I nave it is elimination of the erosion of some: that counter hurt round; grace in society on the whole, peace has different meanings in different context describe as under: In the Individual context: calmness in the mind and heart is the peace for an individual. In simple language we can say when an individual live within the family, society, and workplace peacefully is called peace.

According to Plato,‖ The nature of social justice could be discovered only by studying the harmony in the state. Hence in general terms, Social Justice consists of the actions of individuals which the need

Peace in the International Context: In the internationally context, much concern about peace relates to nations and their ability to settle disagreements and conflicts without resorting to war. However, after analyzing the concept of peace in various contexts, a comprehensive definition of peace may be, ―Peace is well defined as a state of existence where neither the overt violence of war, nor the covert violence of unjust systems is used as an instrument for extending the interest of a particular nation or group. It is the world where basic needs are met and in which justice can be obtained and conflict resolved through non-violent process and human and material sources are shared for the benefits of all people.‖ In Indian context: The peace means international brotherhood, religious harmony, cultural harmony, social equality, equity, and lives together. It reflects in the philosophy of Swami Vivekanada, Gandhiji, Ravindra Nath Taygore, Shri Arvindo, and so many religious gurus also agree in this point. The Indian philosophers give emphases on mental inner peace through meditation.

Peace education refers to the process of promoting the knowledge, skills, attitudes and values needed to bring about behaviour changes that will enable children, youth and adults to prevent conflict and violence, both overt and structural; to resolve conflict peacefully; and to create the conditions conducive to peace, whether at an intrapersonal, interpersonal, intergroup, national or international level (UNICEF, 1999). According to Mahatma Gandhi ―If we are to teach real peace in the world we shall have to begin with children.‖ In the above definition of peace education and quotation of Mahatma Gandhi, it is clear that peace education is often described as a precious tool to solve the difficulty and repair the damage done to society worn by war or conflict. Peace education is helpful to stop the conflict. The most elevated type of target for any training is teaching peace and it is a fundamental incentive to be appreciated by each person. The father and mother is the main educator to their kids and peace is sustained in the family. The peace supported at home again improved at school. Peace is an expansive idea with useful and otherworldly meanings. It can suggest a condition of inward quiet or end of contention. The prevalence of peace in the society is closely related to the elimination of the erosion of values or the inculcation of values in children and of course adults. As peace demand the total shaping up of the peace. Peace education should be included in the school curriculum. Since curriculum nowadays is not only meant for teaching school subjects but also includes co-curricular activities. These activities can be fruitfully utilized to promote international peace. It is through peace that the world or the individual can realize the dream of progress and development. So it is absolutely essential to integrate peace education in the curriculum. The minds of the students can transform through the Curriculum. One should however remember that the students might now show much interest in peace education if they are introduced to the subject directly. On the other hand if we make them to participate in different activities that include peace education. They would definitely realize the importance of peace and the need for it. Mere statements like ‗violence should be avoided or violence leads to more violence' can never put an end to violence and result in peace. But if we succeed through absorbing activities in melting the students understand the importance of peace and the ultimate of peace then the chances of achieving the ultimate aim of peace are enhanced. For peace to become a reality one's mind must be peaceful cool and calm his attitude and change of mindset can be achieved only by integrating the peace component in the curriculum at an early stage of school education. In the early childhood it is the family, the main agency that has an everlasting impression on the mind of the child. As such the family should discharge its responsibility if the efforts of the school in promoting peace education are to have a better chance of success. Moral stories can also play an important role in making the students understand the need for peace. To usher in peace, it is necessary to change the attitudes of both the children and adults. It is stated in the preamble of the United Nations Organization (UNO) that wars arise in the minds of men. Therefore the structure of peace should be raised in the minds of men. 80 peace through curriculum or peace education is aimed at achieving the desired attitudinal changes. Merely integrating peace component in the curriculum however would not be adequate. To make the process of peace education an effective one, we need competent teachers who can make the subject both interesting and effective. A teacher should not only be a symbol of peace but should also be endowed with competence and efficiency. In other words, for peace educations to be effective two components are of paramount importance: suitable curriculum and efficient teachers.

peace education are that peace education is a remedial measure to protect children from falling into the web of violence prevalent in the society. It aims at the total development of the child. It tries to inculcate higher human and social values in the mind of the child. In essence, it attempts to develop a set of behavioral skills necessary for peaceful living and peace-building from which the whole humanity will be benefited.

Peace training is worried about helping students to build up a consciousness of the procedures and abilities that are vital for accomplishing understanding resilience and positive attitude on the planet today. Peace instruction unites numerous customs of teaching method, hypotheses of training and global activities for the progression of human advancement through learning. The practice of peace education is an opportunity to promote the overall welfare of the students, to promote justice for the justice and justice of the youth, and promote personal and social responsibility for both teachers and learners.

● To assist students understand some of the complex processes leading to violence and conflict at the individual, group, national and global levels, and be aware of some of the customs in which these conflicts may be resolved. ● To push attitudes that lead to a preference for practical and peaceful resolution of difference. ● To assist students in developing the personal skill and social skills compulsory to survive in harmony with others and to behave in positive and caring ways that respect the basic human rights. ● To develop human learning communities in which students and teachers are encouraged to work together cooperatively to understand and find resolutions to significant problems. ● To develop the feeling of universal brotherhood and the feeling of we among the children.

Madam Montessori said, ―all education is for peace.‖ Even then we find history of education entrusted with the responsibility of making secure ‗peace‘ in the world. In 1910, an eminent American philosopher William James wrote an essay, ‗The Moral Equivalent wage a campaign against militaristic thinking that was perverting civilization. (Harris, Ian M 1988) Formally, historical development of Education for Peace began since around the First World War in 1918. The Document ―Education and the People‘s Peace, (1943) states: ―The World War ended with the belief that a war was fought to end the war and to make the world safe for democracy.‖ (EPC, NEA and AASA 1943) The peoples all over the world started struggling to attain a decent and peaceful world by means, other than war because they have. The real and lasting victories are those of peace, and not of war. -Ralph Waldo Emerson A peace convention of National Educational Association, U.S.A met in Milwaukes, United States in July 1919. The convention passed strong resolutions and urged, ―The creation of an International Commission on Education…….to provide for a world education in the elements of democratic citizenship and the extension of the privilege of education to all people and to all classes.‖ Further all successive conventions favoured the establishment of the ‗ League of Nations‘ but it was intensively believed that ― the only league of Nations that gives any assurance of a permanent peace is the league which teachers of the earth shall write in the minds and hearts of the children.‖ 4 all the conventions faithfully reflected the optimism of the moment. In 1920 the League of Nations was founded with the hope of preserving peace in the world. United Nations Organization was established with the principle to promote international co-operation and peace in January, 1942. It was a coalition to resist the aggression of the axis of powers in World War II formed of 26 nations initially. In the beginning 51 states were the member and today there are 193 member states. The charter of UN enumerated measures for the prevention of war and removal of threats to peace in the world. United Nations Educational Scientific and Cultural Organization (UNESCO) was founded in November 1945 as a special UN agency and set in motion with the goal to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of the law and for the human rights and fundamental freedom which are affirmed for the peoples of the world without distinction of race, sex, language or religion by the Charter of the United Nations(UNESCO, 2004).

The Delor‘s report, namely learning to live together and learning to be, are related to peaceful living. So, it is essential to integrate peaceful attitudes, values, and skills into the teaching and learning process in school and to make it a part of the total curriculum. Certain countries and institutes have it in the form of subjects such as Values Education, (Malaysia and Philippines), Citizenship Education (U.S.A.), Education for Mutual Understanding (Ireland) and Developmental Education (UNICEF).Apart from such subjects, it can be integrated into the formal curriculum and co-curriculum of schools. Through applying peace education and creating a peace culture, it has been observed that schools can play the following roles: ● School should follow the humanistic management approach. ● School should provide better environment for formulating good human relationship between teacher and student, between teachers and teachers, between teacher and head of the institution, between teacher and parents, between students and students, etc. ● School should initiate the teacher for using the Co-operative Learning, learning to live together, learning to be and mutual respect which is helpful for developing good attitudes among the students and teachers. ● School should provide the proper atmosphere for development of healthy emotions of the students. ● School should organize social and cultural programmes to facilitate socialization of the students. ● Improve students' discipline and moral behaviour. ● Creativity should develop both in the students and teachers. ● Get better standard of education and also the process of teaching and learning. ● School should celebrate all religious festivals of different religion and do holiday on the occasion of all famous days of different religion. ● Educational institutions should work in the direction of positive peace.

Teacher plays an important role in the society and the society trusts on teachers. A teacher can make the child what he want to make him. Teacher gives the direction to children and society for better future. The all-round development of the children depends on the teachers. The famous psychologist J.B Watson also said that give a child and I can make him whatever you want engineer, doctor, leader etc. For the effective teaching of peace education, the following strategies can be adopted by the teacher: ● Teachers should voluntarily admit the challenges of peace education. ● Teacher should sow the seeds of peace in the minds and souls of children. ● Teachers should work across the ideological boundaries. ● Extension lectures by experts on the theme of peace should be organized. ● Teacher should promote culture of peace in and out of school where our children and youth would not tend towards violence crime, depression and suicides. ● Curriculum should enhance the constructive qualities and values of the students. ● Teachers should organize regularly competitions in the school like seminars, debates, essay-writing, poster making etc. on the topic of peace education. ● Efforts of UNO in promoting peace in the strife-tom areas of the world should be included in the curriculum. ● Teachers should followed principle of ―vasudhaiva kutumbakam‖ in the school. ● Teacher should follow the principle of ‗live and let live‘ ● There should be a model course in the curriculum on international understanding. ● Teacher should provide the democratic education and prepare the students for world citizenship. ● Teachers should teach values of non-violence, cooperation, fraternity and patience in the school.

multi religion and multiethnic background of the children. ● Teacher must teach the value of ―unity in diversity‖ and follow this principle in the class room as well as in the social life and also teach the student that humanity is the best and above the all religions. ● The teacher should always keep in mind that the achievement of any goal is conditioned upon awareness, knowledge, volition, and action. Unless these four are forthcoming, nothing will be complete. The power needed to accomplish a peaceful world is the unification of humankind. For attaining the aim of peace education, the teacher must use his will-power. In the words of Sarvepalli Radhakrishnan, we should ―… will peace with our whole body and soul, our feelings and instincts, our flesh and its affections.‖ ● Teacher should be an open minded, peaceful person, a peacemaker, emotionally strong, patience, give respect and appreciation to others, free from biasness and role model for students. He/she must deal with prejudices, violence and conflict because teachers will a powerful, positive effect on hundreds and thousands of students and youth. When the teacher regularly and deeply involved for imparting peace education, it provide the opportunity him to take a long and deep look at his or her values and belief.

Peace education can be teach by inculcating five universal human values, like love, truth, right conduct, non-violence and peace among the children. The aims of peace education can attain by inculcating these five universal values among the children. Once we sow the seeds of these universal values in the minds and souls of children than they will spread peace in all over world. Some people say that ―Values cannot be taught, but they are to be caught.‖ so we are to teach, how values and peace education teach adopting the following methodology: 1. Through Prayers: peace education can teach by organizing prayers daily in the morning assembly. Prayers can play an important role for the balanced personality development and religious development of the children. There should be thought of the day, prayers of different religions and moral speech by teachers in the morning assembly. 2. Through Story telling: Moral stories can also play an important role in making the students should use the story telling method in the classroom because by telling moral stories students understand the difference between good or bad things. Story also develops the imagination and critical thinking among the students. 3. Through Group Activities: Group activities are important tool for peace development. In the group activities children can learn co-operation, social behaviour, social skills, patience, love and belongingness, police of give and take, sharing things with others, helping habits of others and feeling of we among the children which can be helpful for peace education. Teacher should organized group activities in the class room as well as in the school. 4. Through Silent sitting and meditation: Silent sitting and meditation is also a good activity for peace of mind. Teacher should give silent sitting in the classroom for some time and say to the children do meditation and relaxed yourself and do practice same in the home daily. It will be helpful for peace education. 5. Through Religious lecture by expert: By organizing special religious lecture peace education can be imparted in the minds of children. A Man cannot be peaceful until he is become religious because all religions teach that all human being is the part of God and there is no difference in all human being. Religion always teaches the values of peace and brotherhood. It gives the light of knowledge and keeps the human being from all evils. It is develops the peace of mind which is very important for peaceful living in the society. So, schools should organized time to time religious lecture of eminent personalities in religious field.

In nutshell, it is the individual who is responsible for all the problems in the world. He is the creator of all panics, miseries, confusions and sorrows in the present world. So, to transform the world in to a better place to live, the process should begin from the individuals. Thus ‗peace‘ in the world is possible if and only if each individual is transformed into a peaceful human being. According to Mahatma Gandhi ―If we are to teach real peace in the world we shall have to begin with children.‖ A person should avoid the negative thoughts, and must start positive thinking. By planting seeds of positivity, peace may be possible.

EPC, ENP and AASA (1943). Education and the people Peace A Report of Educational Policies Commission, National Education Association of United States and American Association of School Administration, Washington D.C. p.1. Fountain, S. (1999). Peace Education. New York: UNICEF Ghanta, Ramesh and Dash, S.N. (2006). ―Foundations of Education‖, Neelkamal Publications, New Delhi. Krishnamurti, J. (2009). Freedom from violence is true liberation, expert from total freedom, The Times of India 2009, January, 25. UNESCO (2004). From World mark Encyclopedia of nations Upadhyay P. (2005). Sprits of human rights and poverty: Holistic Perspective, S.N. Chaudhary (ed), Human Rights and Poverty in India: Theoretical Issues and Empirical Evidences, New delhi, Concept publishing Company, P.100 Upadhyay, Pratibha. (2010). Education for Peace. Kalpaz Publications, Satyawati Nagar, Delhi.

Assistant Professor (Contractual) University Centre for Distance Learning, Chaudhary Devi Lal University, Sirsa