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UNDERSTANDING PEACE AND PEACE
EDUCATION
Unit Structure:
1.0 Objectives
1.1 Introduction
1.2 Peace: Concept, Need and Significance, Types
1.3 Peace Education: Concept, Basic Assumption, Nature and Scope,
Types, Goals Aims and Objectives
1.4 Education for Peace: Concept, Causes - Choosing path of peace.
1.5 Peacemaker
1.6 Summary
1.7 Unit End Exercise
1.8 References
1.0 OBJECTIVES:
Reading of this chapter will enable the student to:
a. Understand the concept of Peace and Peace Education .
b. Become a ware about its need importance and significance.
c. Understand the types of peace.
d. Get acquainted with the Concept of Education for Peace, its causes
and make them aware about the path of peace.
e. Value and Acknowledge Peacemaker for transformative Education.
1.1 INTRODUCTION:
Today’s world is very hustle and bustle of our everyday life, it can often
feel like peace is far away. Mostly if we look around people are in search
of peace they usually say “ We are earning, we have everything, still we
are unable to en joy the life and they run after in search of Peace. But if
you Look no further than your morning commute or your nightly news,
and you're bound to be pining for a little order to all the chaos. But being
the learner if you come know about the concept of PE ACE you can lead
the life peacefully. This chapter opens and gives you the ways to see the
world with peacefully and gracefully.
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2 1.2. PEACE:
Concept
Its correctly stated the Peaceful minds make a peaceful world. In this
Glocal (Global + Local) world we have reached the at most technological
advancement yet with this we are tackling with mental stress, depression,
aversion, inequality , overwork and social family pressure. As a result
people are dwelling in negative emotions, When any one generates
nega tivity anger hatred evil it affect the peace of mind and its reflecting
with their mood swings, aggression violence, disharmony and so on.
Peace is a word carries so many synonyms as truth, beauty love,
friendship, pacification, and so on. What is peace? The term "Peace" is
used in a wide sphere. It seems that peace has a variety of meanings that
are different in accordance with the context of usage.
Literally, the word peace‘ is derived from the original Latin word "Pax",
which means a pact, a control or an agreement to end war or any dispute
and conflict between two people, two nations or two antagonistic groups
of people.
The eminent philosophers define the concept of peace. There are some
well known definition which have been mentioned below:
“We can never obtain peace in the outer world until we make peace with
ourselves”
- Gautama Buddha
“Peace cannot be kept by force; it can only be achieved by
understanding.”
- Albert Einstein
Jawaharlal Nehru (1889 -1964) emphasized peace in the sense of a state of
mind. Here is his view ―Peace is not a relationship of nations. It is a
condition of mind brought about by a serenity of soul. Peace is not merely
the absence of war. It is also a state of mind. Lasting peace can come only
to peaceful people.
Longman Dictiona ry of Contemporary English defines peace as follows:
1. No war: a situation in which there is no war or fighting.
2. No noise/interruptions: a very quiet and pleasant situation in which you
are not interrupted .
3. Calm/Not worried: a feeling of being cal m, happy, and not worried.
Peace derives its meaning and qualities within a theory or framework,
Christian, Hindu, or Buddhist will see peace differently, as will pacifist or
internationalist. On the basis of diversity of meanings, peace is no munotes.in
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3 different fr om such concepts as justice, freedom, equality, power, conflict,
class, and, indeed, any other concept .
Through a perspective peace is endowed with meaning by being linked to
other concepts within a particular perception of reality; and by its
relationshi p to ideas or assumptions about violence, history, divine grace,
justice. Peace is thereby locked into a love, compassion, sympathy,
mindfulness, harmony, silence and so on.
Need and Significance of Peace
Why do we need peace????
1. Peace is Answer to all si tuation: The disturbed mind can disturb the
world and that’s why one need peace to concentrate on their work
ultimately this peace provides the answers to all the situation. All of us are
important in this epic endeavor and the future generations need every hand
they can get to receive a more equal, peaceful, and beautiful world.
2. Peace spread the positivity: One need peace to be calm and quit and
have the complete attention to the senses what they are doing consciously
and also unconsciously if the person i s sound and peaceful he or she
generates the positivity around.
3. Peace is a virtue: As person love and have so much fond for material
luxury the purification of mind is also needed for mental health and that’s
why in a modern world its now acknowledge tha t the person who attain
peace have the balance behavior its nothing but the quality that person
attained because the Peace is a virtue.
4. Sustainable change through Education: Education without peace is
meaningless. If the person fails to tackle disharmony , disgrace, aversion ,
hatred , with settle mind the education is mechanical which failed to
achieve the ultimate aim of education that is pure happiness. So one need
peace to make education meaningful. It helps to fills the difference and
reach to the equ ality.
One need peace in life because it benefits to person with so many ways
like calmness, quietness, balance behavior, balance personality, it boost
the attention , it helps to work best with justice, freedom, equality, power,
conflict, class, and, inde ed, any other. Peace is the way out to reach the ,
brighter future .Peace matters and so does your contribution; let’s make
this world a better place starting today.
Types of Peace
Generally, peace is classified into two types: Internal peace and External
peace.
a) Internal peace:
Internal peace is called as inner peace . Inner peace is the peace of mind
or soul. It is a state of calmness, serenity and tranquility of mind that arise munotes.in
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4 due to having no sufferings or mental disturbances such as worry, anxiety ,
greed, desire, aversion, hatred, ill -will ,delusion and/or other defilements.
Internal peace is peace within oneself; it is derived from practicing or
training of mind of an individual.
Sometimes, a man can create and maintain his inner peace in the noi sy or
turbulent surrounding or in the un -peaceful society. Internal peace is
stressed in the field of religion, especially religions in the East.
In the religions context, this type of peace can be achieved by means of
prayer, meditation, wisdom and other ways. Internal peace is essential; it
is generally regarded as true peace and as a real foundation of peace in
society or peace in the world.
b) External peace:
External peace is peace that occurs in society, nations, and the world; it is
a normal state o f society, nations, and the world, and it is a peaceful and
happy coexistence of humans and nature. To view it clearly, external
peace can be described in both negative and positive terms as follows;
Absence of conflict, hostility, agitation, social disord er, disruptions, social
injustice, social inequality, violence, violation of human rights, riot,
terrorism, ecological imbalance, and so on. a state of social harmony,
social justice, social equality, friendliness or friendly relationship,
concord, public order and security, respect for human rights and ecological
balance, and so forth.
Internal and exterior peace are inextricably linked. Both are
interdependent and support one another. Internal peace signifies individual
peace, and external peace reflects societal peace. As a result, internal and
external peace are inextricably linked; both are mutually beneficial. There
are more varieties that we can categorize under this as well, as seen below.
According to the World Council of curriculum and instruction, can be sub -
classified into nine as follows:
1. Intrapersonal peace: the state of peace within man himself that means
there is no conflict inside one‘s mind
2. Interpersonal peace: the state of peace between a man and men; there
are no conflicts between a man and men or one another.
3. Intra group peace: the state of peace within groups; the state of having
no conflicts in groups.
4. Intergroup peace: the state of peace between group and group; the state
of having no conflicts among groups.
5. Interraci al peace: the state of peace within race; the state of having no
conflicts in each race.
6. Interracial peace: the state of peace between race and races; the state of
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5 7. International peace: the state of peace within nati ons or countries; the
state of having no conflicts in each nation or country. 8. International
peace: the state of peace between a nation and the nations; the state of
having no conflicts among nations.
9. World peace: peace of the world. It means that th e countries throughout
the world are said to be in the state of normalcy, absence of wars and
conflicts, presence of justice and balance of control.
(World Council of curriculum and instruction)
1.3 PEACE EDUCATION:
Concept & Basic Assumption of Peace Edu cation
Peace education is the process of acquiring values, knowledge, attitudes,
skills, and behaviors to live in Conformity, harmony with oneself, others,
and even with nature. Peace education activities promote the knowledge,
skills and attitudes that wil l help people either to prevent the occurrence of
conflict, resolve conflicts peacefully, or create social conditions conducive to
peace.
The term education in this context refers to any process whether in schools
or in informal or non -formal educational c ontexts which developed the
attitudes and values among children and adults by behavioral change.
Peace education means to learn about and learn for peace.Learning about
peace refers to have knowledge and understanding what benefits and
affects the peace. W hat is my role in both of ways to benefit or harm the
peace?
Learning for peace refers to learning the skills, attitudes and values that
one needs in order to achieve and remain with peace in real sense. This
means to have the balance to deal with conflic ts a without the violence,
disgrace or any wrong means.
Peace has been defined in a variety of ways. It has been defined as:
1) Freedom from, or cessation of, world of hostilities; that condition of a
nation or community in which it is not at war with anot her.
2) A ratification or treaty of peace between two powers previously at war.
3) Freedom from civil commotion and disorder; public order and security.
4) Freedom from disturbance or perturbation.
-Shorter Oxford Dictionary.
Peace education is more effect ive and meaningful when it is imparted
taking into account the social and cultural context and the needs of a
country. It should be enriched by its cultural and spiritual values and with
the universal human values. It should also be globally rele vant. Peace
education, hence, can be defined in many ways. There is no universally munotes.in
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6 accepted definition as such. Here are a few pertinent definitions from the
peace literature.
Peace education is more effective and meaningful when it is imparted
taking into account the social and cultural context and the needs of a
country. It should be enriched by its cultural and spiritual values and with
the universal human values. It should also be globally relevant. Peace
education, hence, can be defined in many ways. There is no universally
accepted definition as such. Here are a few pertinent definitions from the
peace literature.
“Peace education is an attempt to respond to problems of conflict and
violence on scales ranging from the global and national to the local and
personal. It is about exploring ways of creating more just and sustainable
futures” - R.D. Laing ,1978
Nature of Peace Education:
1. Peace education is holistic: Over the past many years, peace
workers have increasingly challenged this conventional view of peace and
have declared that "peace is not simply a lack of war or nonviolence;
peace means the eradication of all facets of injustice" (Cheng and Kurtz,
1998). There is a consensus that we need to have a comprehensive view of
peace if we are to m ove toward a genuine peace culture.
2. Peace education is skill Building: Peace education is skill building.
It empowers children to find creative and non -destructive ways. It
provides the opportunity to learner to introspect and get the correct out of
the o dd options in behavioral term or in any ways.
3. Peace education is remedial Measures: This is the path creating to
learner to follow the correct one and to provide the remedial measures for
correcting the behavioral pattern or to change and modify the beh avior in
terms of peace .
Scope of Peace Education:
Individual Level Peace : Individual level peace is limited On
an individual level, peace may start with having calmness within oneself.
An individual peace, within the human person.
Community Level Peac e: This peace is related with interrelation of a
person in community. The development of a positive self -concept is the
foundation for the development of sympathy for others and building trust,
as well as the foundation for developing awareness of intercon nectedness
with others.
National Level Peace: Wide range of peace on next level from home to
society and society to national level peace is expected in this level.
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7 Global Level Peace: This is related with the foundation for developing
awareness of interc onnectedness with internationally, with the world.
Types of Peace Education :
The peace education theory has been mostly content -oriented, focusing on
divergent understandings about the problems of violence leading to
different theories and how to achieve peace (Harris, 2004). However, PE
encompasses much more than a focus and consequences of violence and
war.
I. Harris (2004) and G. L. Gutek (2006) distinguish five separate types of
PE which can, and have been, extended to the larger field of PE
tocatego rize the various orientations that exist within it (Burns &
Aspeslagh, 1983):
(1) International Education
(2) Human Rights Education
(3) Development Education
(4) Environmental Education
(5) Conflict Resolution Education
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8 Goals Aims and Objectives of Peace Education
Peace Education defines its major goals as follows:
1) Preventing and resolving violent conflicts.
2) Promoting post -conflict stability and development.
3) Increasing peace building capacity, tools, and intellectual capital
worldwide.
4) Pr oposing world peace and reduction of international tensions that
result from tensions caused by nationalism, chauvinism and ethnic
stereotyping.
5) To develop awareness, knowledge and sensitivity,
towards peace education.
6) To help students to develop kno wledge and understanding of peace
education.
7) To help students to develop their ability to work together as a group and
boost their various skills.
1.4 EDUCATION FOR PEACE:
Concept:
Education for peace is comprehensive concept which give the base in tr ue
sense for Educated one. Education for peace is a broad notion that
provides a solid foundation for the educated. Individual or self -
development level, School or community level, National level, and Global
level are all covered and discussed in education for peace. When a student
has mastered handling himself on all of these levels with balanced
behaviour, one may be confident that he has learned peace education,
which will benefit both the student and the society by promoting harmony
and wellbeing.
The e ssential notions underlying the above definitions are that peace
education is a preventative measure to keep children from becoming
involved in the ways of violence in society. It aims for the child's overall
development and attempts to lead greater human and social values in the
child's head. In essence, it seeks to cultivate a set of behavioral skills
required for peaceful living and peace building, from which the entire
society will benefit.
Causes of choosing path of peace:
There are several causes o f choosing path of peace few are as follows:
1. To have the harmony
2. To overcome from the misery
3. To reach to the calmness munotes.in
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9 4. To have the mastery on balance persona
5. To have the patience to survive in this competitive world
6. To reach to the highest level of attentio n
7. To have the peace now a days equal to have the richness
8. To know oneself is the real education and peace helps to know
oneself.
9. This is the aim of education to reach to level of mental , physical
social peace.
1.5 PEACEMAKER:
Peacemaker is the guide , philosopher, friend , mentor, facilitator, and so
on who lighten up the path or peace by making aware about the reality , to
have the courage to accept the reality without any aversion , craving or
thefantasy for any situation by stating and purifying min d, heart , and
reach to the tranquility.
Likewise, the peacemaker is the pacifier, mediator, intermediary, and
intercessor. While some of these descriptions are appropriate, they are still
quite limited in describing both the nature of peace and the role of the
peacemaker. The peacemaker will helps to learner as follow:
a) Peace Education in ethical imperative: -
Peacemaker will impart the knowledge of peace and experience of it in
ethical way. Peacemakers will share their expertise and experiences with
peace in an ethical manner. These ethical concepts include respect for
human dignity, pacifism, fairness, and love as a social ethic. the concept
that human life forms, including natural life forms and life as it exists in
nature, embody the qualities connec ted with peace, love, justice,
nonviolence, justice, and respect for human dignity.
b) Peace Education is practical imperative: -The practical imperative is
to regard humanity, whether yourself or another, as an end in itself and
never as a means to an end. Ac cording to Kant, we should never treat
others as a means to an end, but rather as an end in themselves. When one
begins to walk down this path, peace education will assist the learner in
treating oneself or others with harmony.
c) Peace Education in Transfor mative Education: -Peace education is
fundamentally transformational. It aids in the instillation of knowledge,
skills, attitudes, and values in order to modify people's mindsets, attitudes,
and behavior patterns and, most importantly, to put an end to conf licts
over peace. Change is at the heart of peace education: transformation of
the educator, the learner, and, ultimately, society. Because our current
economic and social order is filled with physical and structural violence,
major societal and economic a nd social order restructuring is required for
peace (Turay and English, 2008). Creating a peaceful culture requires a
fundamental transformation in knowledge, attitudes, behaviour, and
worldview, allowing learners to take action toward a more peaceful worl d.
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10 1.6 SUMMARY
This chapter covers the all aspects of peace education. Peace education is
the key to succeed in today's competitive society. In the twenty -first
century, when everyone is hurrying towards mat erialistic growth and
advancement, it has become clear that mental, physical, and emotional
harmony are the most vital aspects of life to enjoy it fully. The learner's
life is the life in which the learner is supposed to become acquainted with
yoga, medita tion, and vipashyana in order to maintain a balanced
behaviour pattern. Peace education gives people the opportunity to reflect
on their behavior and implement corrective measures in order to avoid
chaos, anxiety, misery, aversion, tension, mental difficul ties, sadness, or
other deceptive issues in everyday life. As the youth of this society, it is
our primary responsibility to live in wellness and to defend the society
from any bad means or conditions that threaten peace. To foster peace and
grow with peac e is the key to a quiet and soothing world, which is the
ultimate happiness and the primary goal of education.
1.7 UNIT END EXERCISE
1. What is the concept of Peace ? Explain its need and types of Peace.
2. What is Peace Education? Explain the nature and goals of peace
education with suitable example.
3. Write the concept of education for peace. Explain the why peace is
needed.
4. Why Choosing path of peace is essential explain with example.
5. What is Peacemaker ? Explain the role of peacemaker in Peace
Education.
6. Write the short note on peace education in ethical imperative.
7. Write the short note on Peace Education is practical imperative.
8. Write the short note on Peace Education in Transformative
Education.
1.8 REFERENCES:
Galtung, J. (1975). Essays in Peace Educ ation. Vol.1, Copenhegen:
Elijers. 334 -339.
Page. J (2008) Peace Education: Exploring Ethical and Philosophical
Foundations Chapter 1.
Harris. I. &Synott J. (2002) Peace Education for a New Century Social
Alternatives 21(1) 3 -6. munotes.in
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11 Matsuura, K. (2008), Forewo rd In. James Page -Peace Education -
Exploring Ethical and Philosophical Foundations. Charlotte: Information
Age Publishing.
SHANTI SHIKSHA KE UPKR AM ( Peace education Activities) Dr.
Sunita Magre, Dr. Rakhi Dhingra
Education And Peace -Marathi -Jane Sahi
Web -
Magre S., and Dingra R.(2022) Shanti Shiksha ke Upkram (Peace
Education Attitude Scale)
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12 2
APPROACHES OF PEACE AND PEACE
EDUCATION
Unit Structure
2.0 Objectives
2.1 Introduction
2.2 Approaches of Peace
2.2.1 Power politics
2.2.2 World Order
2.2.3 Conflict Resolution
2.2.4 Non -Violence
2.2.5 Transformation
2.3 Approaches to Peace Education at various st ages
2.3.1 Early Childhood
2.3.2 Elementary Education
2.3.3 Secondary Education
2.3.4 Higher Education
2.3.5 Adult Education
2.4 Historical Development of Peace Education
2.5 Peace Education in India and its development
2.6 Let Us Sum Up
2.7 Unit End Exer cise
2.8 References
2.0 OBJECTIVES
After studying this unit, the student will be able:
To explain the various approaches of power politics, world order,
conflict resolution, non -violence and transformation
To describe the ways to integrate peace education at various stages of
education like early childhood, elementary education, secondary
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13 To understand the history of peace education
To understand peace education and its development in India
2.1 INTRODUCTION
Peace is more than the absence of violence. It is basically a process
constructed through research, training and practice. It focusses mainly on
human behaviour, attitudes and responses to a changing environment.
Peace is a social value. It eradicates prej udices and differences. It
promotes equality and social justice. Peace is a positive sign in history
bringing people together, eliminating suspicion and mistrust.
In a positive context, peace is a state of well -being that is characterized by
trust, compas sion and justice. In this state, all of us can be encouraged to
celebrate our diversity and search for the good in each other without the
concern for personal pain and sacrifice.
Various approaches of peace can be explained through the understanding
of po wer politics which is peace through coercive power, world order
which is peace through international law and institutions, peace through
conflict resolution, peace through non -violence and peace through
transformation.
2.2 APPROACHES OF PEACE
2.2.1 Power poli tics
As per Miriam Webster dictionary, power politics can be defined as
politics based primarily on the use of power (such as military and
economic strength) as a coercive force rather than on ethical perspectives.
It is the politics based on the use of mi litary or economic power to
influence the actions and decisions of other governments. Some examples
of power politics include the massing of military units on a border,
whether for stationing or for exercises; the imposition of tariffs or
economic sanction s to initiate a trade war, etc.
Power politics is the traditionally dominant framework in the filed of
international relations. This approach promotes apessimistic reading of
human nature and a competitive model of international politics. Advocates
of this approach who refer to it as political realism,contend that there are
no universal values that can be held by all people in the international
system. Furthermore, the absence of a world government or higher power
to which different nations must submit them selves renders politics among
nations anarchic and unpredictable, characterized by shifting alliances and
the ever -present threat of violence. In the face of chronic insecurity and
shifting balances of power, nations, make policies that serve the private
good of their immediate national interest - construed as the acquisition of
material power and military capability to compel and deter others - while
steering clear of broader, humanistic ideas that depend on the
trustworthiness or goodwill of others for th eir fulfilment. In other words,
because there is no shared moral yardstick that can be used as a basis for munotes.in
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14 stable cooperation among nations, every nation has no choice but to
compete with one another for the ever -depleting resources and for the
security th at these resources are believed to provide.
Though not necessarily indifferent to global problems linked to
widespread poverty and ecological deterioration, exponents of power
politics argue for an outlook of moral minimalism, in which the world is
constru ed as a self -help system. Justice is defined as an absence of gross
abuses of human rights, such as genocide, and peace is conceptualized
simply as an absence of war or, more precisely, as a temporary suspension
of hostilities secured by military power. Pr oponents of power politics
approach argue that if nations on the world want peace, then they must
prepare for war. Violence arises inevitably from human competitiveness
and covetousness; peace is secured through the forceful imposition of
order. There are no ethical perspectives considered in power politics
because each nation tries to be more intimidating than the other to exert
power.
Power politics thus prioritizes self -interest over the interests of other
nations or the international community and this may include threatening
one another with military, economic or political aggression to protect one
nation’s own interest.
2.2.2 World Order
World order approach can be understood as the peace through the power
of law. This is a prescriptiveidea building o n the premise that a state of
peace, i.e. the absence of uncontrolled use of force,can be achieved in an
organized society if the performance of coercive acts is, by virtue of a
legal order, reserved only for certain subjects of that society who perform
those coercive acts against others as organs or as an agent of the
community constituted by that order. In other words, the approach
assumes that by creating a monopoly on the legitimate use of force based
on a legal order, the relations between members of a community are
inevitably pacified. When applied to the conditions of the international
sphere, the promise of the world order approach is that the interactions
between the different subjects of global politics, primarily states, can be
pacified by putting into place a system of legal rules that effectively
regulate the relations between those subjects, in particular in cases of
conflict.
This paradigm, which views the order created by practices of power
politics as a form of disorder, proposes that sustain ed cooperation among
nations and other significant actors, such as non -governmental (activist)
organizations and intergovernmental organizations, is both possible and
necessary. Cooperation is possible because human nature contains the
potential for both s elfishness and altruism; cooperation is necessary
because the unmitigated competition favoured by the power politics
paradigm cannot be sustained.
To affirm that principled cooperation is possible, the world order approach
emphasizes human choice and inten tionality while asserting that nations munotes.in
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15 do not have a monopoly on power to shape global politics. The nation is
not the only forum for political activity and accountability, and the
national interest is not the exclusive criterion for desirable behaviour. I n
an age of globalization, politics involves a complex interplay of global and
national as well as local loyalties, values, and interests. Modern
communications and transportation technologies have empowered citizens
to form transnational networks for adva ncing concerns linked to peace,
human rights, ecology, and development. The concerns of these citizen
networks have helped to define agendas both for national governments and
for such institutions of global governance as the United Nations. Through
conscio us design, nations and engaged world citizens can operate within
the framework of these value -maximizing institutions to move beyond
fearful and reactive behaviour, extend the rule of law into the international
sphere, and provide global public goods.
It is precisely because of the failure of competitive, state -centered models
of international relations to secure human interests, that advocates of the
world order paradigm argue that broader and more intense efforts to
achieve international cooperation are n ecessary. In a shrinking and
increasingly technological world, issues such as poverty, environmental
deterioration, infectious diseases, human rights abuses, and the spread of
weapons of mass destruction are of concern to all. These problems cannot
be addr essed within the overwhelmingly competitive framework of the
power politics paradigm, and require the articulation of new values,
norms, and programmes for multilateral action through international
dialogue and cooperation. When governments pool sovereignt y in
international institutions and collaborate with non -governmental
organizations and social movements to provide global public goods, a
more equitable and sustainable system can be realized.
The world order paradigm paints a different picture of the wor ld than the
power politics paradigm, a picture that foregrounds the roles of concerned
citizens and ethical values in politics. Power is not only the ability to
coerce others through the capacity to hurt or punish (destructive/threat
power - the power of t he stick), but also the ability to reach shared
objectives through collaboration (productive/exchange power - the power
of the carrot) and solidarity (integrative/social power - the power of the
hug). Whereas the power politics paradigm views peace as a te mporary
absence of war within a self -help system of sovereign states, the world
order paradigm equates peace with the presence of certain value
conditions that are required for human flourishing and for long -term
survival within a global context: nonviolen t conflict resolution, human
dignity, development, ecological balance, and political participation.
Peace can be actively sought through policies and efforts that build
consensus, reduce injustice, create opportunity, and provide multilateral
frameworks fo r responding to common challenges.
2.2.3 Conflict Resolution
Conflict resolution as an approach to peace through the power of
communication. It offers a highly pragmatic approach to peace through the munotes.in
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16 development and refinement of skills for analyzing confl icts and
responding to them with effective strategies of communication and
negotiation. Where protagonists of world order concern themselves
primarily with macro -level, structural issues such as distributive justice
and the institutionalization of internat ional cooperation, practitioners of
conflict resolution focus more on processes of interaction among
individuals and groups and on the relationships that characterize them.
According to the conflict resolution approach conflict is natural at all
levels of human interaction and organization, from the interpersonal to the
interethnic and international. Although it can cause estrangement and great
human suffering, conflict does not inevitably lead to violence, and is often
necessary for major changes in relati onships and social systems. Peace,
then, is understood as a continuous process of skillfully dealing with and,
whenever possible, preventing or transforming conflict. To manage and
resolve conflicts effectively, we must become aware of our attitudes
toward s conflict and our habitual conflict management styles (competitive,
collaborative, avoidant, submissive, etc.), so as to attain greater freedom to
define our own responses in a proactive and coordinated (as opposed to
reactive and incoherent) way. Such aw areness increases our chances of
achieving "win -win" rather than "win -lose" or "lose -lose" solutions. We
learn to understand and work with our own emotions, to generate openness
to more authentic communication, and to control processes that might
otherwise lead to escalation.
To respond effectively to conflict, conflict resolution theorists and
practitioners underscore the importance of cooperative, non -adversarial
processes for problem solving and relationship building, which are often
conducted with the a ssistance of an external third party or mediator. These
processes direct attention to underlying interests and human needs (e.g.,
security, identity, bonding, control, development) beneath superficial
positions and demands, and highlight the significance o f culture in human
interactions. They affirm the importance of empathy, creativity, and
"shared positive power" ("power with" rather than "power over") in all
conflict resolution processes, whether between individuals, groups, or
states. They also undersco re the potentially positive role of non -official
processes of dialogue and engagement in today's major international
conflicts, most of which involve powerful feelings of ethnic and
communal identity. Proponents of the conflict resolution approach, then,
approach peace through direct interaction with the other. As per conflict
resolution as an approach to peace, if you want peace, develop skills for
communication and co -existence as a means of training for the process of
peace.
2.2.4 Non -Violence
Non-violence as an approach to peace is understood as peace through
willpower. In its most basic form, nonviolence is refusing to use violence.
It is important, though, to recognize that violence manifests in many
forms. Different approaches to peace -making and no nviolence respond to
the different types of violence. munotes.in
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17 One of the most common misconceptions about the fourth approach to
peace, nonviolence, is that it is an approach that means passivity. From the
standpoint of nonviolence activists, this assumption refle cts the dominance
of power politics assumptions, which equate power with the ability to hurt
and therefore regard it as the exclusive possession of governments and
armed militant groups. In response, the nonviolence paradigm proposes
that the power of any government derives primarily from the consent of
the people, and only secondarily from coercion. By consenting to any
given state of affairs and operating within the framework of norms that it
offers, human beings empower that order and, if its norms are
dehumanizing, disempower and dehumanize themselves. Alternatively, by
defining their own behaviour as moral agents irrespective of external
norms and pressures, they may become agents of change who can awaken
others to new possibilities.
As we know M. K. Ga ndhi, Martin Luther King, Jr., and many others have
underscored, nonviolence is action animated by principle and informed by
the proposition that means and ends are inseparable. Rhetoric about the
ends of social change must always correspond with the actua l effects of
the means that have been chosen to advance these ends. Peace between
human communities cannot be achieved through violence, nor can
democracy be secured through armed insurrection within a society. Peace,
then, cannot be disconnected from just ice, and justice entails an absence of
oppression, whether perpetrated indirectly by inequitable structures and
institutions or directly through use of weapons. In other words, peace
entails an absence of violence, broadly conceived as avoidable insult to
human needs (and, we might add, to the balance of nature). Genuine peace
can only be attained through peaceful (and therefore just and nonviolent)
means of action - actions that seek to undo conditions that degrade human
beings and to break cycles of retali ation that cheapen the value of human
life.
The approach inspired by nonviolence maintains that, in situations defined
by unjust laws or oppression, change may be sought by steadfast,
principled measures (Satyagraha -"clinging to truth") through which
individuals with shared commitments refuse to participate in any actions
that they deem unjust and immoral. These measures may take many forms,
from symbolic protests to boycotts, parallel institutions, and direct
nonviolent intervention. Actions taken to prom ote nonviolent change are
intended both to initiate a process for realizing shared objectives and to
invite a response - be it cooperative or repressive - from the society or
governing authority. By refusing to dehumanize their adversary even in
the face of repression or provocation, nonviolent activists empower
themselves to work in creative ways rather than enter into the destructive,
"eye-for-an-eye" behaviour that, as Gandhi put it, "leaves the whole world
blind." Instead, by overcoming their own fear and anger, they offer to
others a new way of seeing the reality around them, and deny legitimacy
to institutions and actions that violate human community and the principle
of ahimsa ("no harm'). munotes.in
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18 According to the nonviolence paradigm, genuine power derives fro m
willpower and human solidarity rather than from violence, which
undermines community and sows the seeds of its own destruction.
Nonviolence offers an approach to peace -making that has been used not
only to counteract forms of social discrimination and po litical repression
but also to resist foreign imperialism or occupation. As per this approach,
if we want peace, we must work for justice. This commitment to work for
peace by peaceful means through training, strategic planning, constructive
programmes, an d personal discipline implies a revolution of the human
spirit, and points to the possibility of a shift in human consciousness in
which non -violence becomes a way of life transformation.
2.2.5 Transformation
The final approach to peace -making is the trans formation approach, a
paradigm that focuses on the centrality of education, cultural change, and
spirituality in all genuine attempts to make peace a reality in daily life.
From the standpoint of the transformation paradigm, peace -making is not
only an eff ort to end war, remove structural violence, or establish the
presence of external value conditions. It is also a profoundly internal
process, in which the transformation of the individual becomes a metaphor
for and instrument of broader changes. Transforma tion, then, involves the
cultivation of a peaceful consciousness and character, together with an
affirmative belief system and skills through which the fruits of internal
disarmament and personal integration may be expressed. Transformation
unites doing wi th being, task with experience. Inner freedom is felt in the
midst of action, and sacred ideals are personalized for application by the
individual. Peaceful behaviour is learned behaviour, and each individual is
a potential and needed contributor to a cult ure of peace.
From the standpoint of the transformation paradigm, spirituality implies
insight into the deep interconnectedness and sacredness of all levels and
compartments of reality. It is innate to the person, and may be understood
as a universal human attempt to grow in sensitivity to self, to others, to
non-human creations and to God that recognizes and seeks to
accommodate the presence of the divine in all actions and relations.
Recognition of this divine presence and claim begets spontaneous loyalty ,
which cannot be restricted by boundaries of religion, race, class, or
gender. This universal loyalty, in turn, inspires actions born of loving
commitment to the wholeness and integrity of creation. The personal has
become the political in the most creati ve and inclusive sense possible, as
we seek to make public life reflect non -partisan spiritual value. We
become present in the moment, yet responsible for a shared and hopeful
future inspired by the injunction. As per this approach, if you want peace,
be peace. Be an instrument of peace.
When all the five approaches are taken together - power politics, world
order, conflict resolution, nonviolence, and transformation - attest that the
paths to peace are many and that they are travelled not only by statesmen
and diplomats, but also by advocates, educators, volunteers, and many
other varieties of ordinary citizens. By exploring each approach, we learn munotes.in
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19 to more actively wrestle with our assumptions and evaluate claims in the
light of our full range of experience s. We exercise both our reasoning
faculties and our intuitive sense of what is right,real,and true. In such a
manner, we make peace a more integral aspect of our lives, and become
more aware of the homes we have built for our moral imaginations. We
prepare to lay the foundation for our own unique and original peace
paradigm - a structure built of precepts and practices of our own choosing.
Peace can be achieved through sincere efforts and policies which build
consensus, create opportunity, reduce injustice and make multilateral
frameworks available for responding actively to universal common
challenges. Taken together, these five approaches suggest that the path to
peace is many and that can be achieved by the consistent efforts of
diplomats, individuals and ordinary citizens of the world.
2.3 APPROACHES TO PEACE EDUCATION AT
VARIOUS STAGES
Education must blossom human excellence by the introduction of peace -
education. Learning how to work together, play together and share
decision -making, create and produce toge ther and work through conflicts
are the requisite competencies which the citizens of today must possess.
This can be done definitely through the inculcation of peace education
programmes at various stages of education right from early childhood,
elementary , secondary, higher as well as adult education.
Children learn most from the manner in which they are treated,
intentionally or unintentionally by their peers and teachers and also
through the ethos and philosophy of the school. The major part of
students’ awareness and learning in subject of peace education occurs
outside the boundaries of classrooms and textbooks.
Educators at all stages commonly agree that students should be taught
about peace, especially in today’s time and world situations.
Peace educ ation is essential for each and every person at different levels
and stages. The approach to peace education in different stages, differs in
many aspects. The ideal time to lay the foundation of a peace -centered
personality is at the primary stage of educa tion. These are the foundation
ages of the students’ lives. We find maximum number of students at this
stage of education and they are less burdened with the problems of life.
2.3.1 Peace education at early childhood education
This is the most important st age of a child’s life to introduce peace
education as at this stage habits are formed, brain development is rapid,
the ability to recognize differences and similarities and also the stage of
development of emotional and social relationships at home, at sch ool and
in the neighbourhood. Both nature and nurture play important roles in the
social, emotional and physical development of the children. Family, home
and schools help develop a child’s ability to reduce and manage conflicts
and violence and shape thei r personalities and also moral behaviour. munotes.in
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20 Hence, from the early childhood level, family members and relatives must
create a good conducive environment and boost the behaviour among
children.
2.3.2 Peace education at elementary education
As children start growing old and reach primary school level, they start to
develop and grasp abstract thoughts. They start developing a capacity to
act and think rationally about the numerous actions in their environment.
At this stage, a critical challenge for children th at of relating to other
children around them and their environment. School is a miniature society
with lot of diversity, it is imperative that children must be equipped with
abilities like honesty, respect for others, love, tolerance, sharing,
punctuality, co-operation and dignity of labour. Thus, for elementary
school children, education for peace is about helping them celebrate and
enjoy harmony, diversity and beauty in nature. Students must be assisted
and encouraged to develop the skills like the art of listening and a sense of
responsibility which are necessary to be peaceful citizens.
2.3.3 Peace education at Secondary education
At this level of educations, students are gradually becoming aware of their
own personality and are becoming independent indi viduals but still lack
maturity to handle the challenges it brings with this independence,
creating a lot of confusion which leads to disagreement and conflict with
others like parents, peers and teachers. This stage of development tests the
skills of self -discipline, rational thinking and communication. In order to
overcome the confusions of this students, students have to be trained to
solve conflicts using dialogues and negotiation, understanding that we are
all interdependent and share relationship in t he global and ecological
context. These students must develop a perspective on peace, justice and
non-violence. The most important teaching at this level to support and
enable students to be not only the recipients of peace but the active makers
of peace w ho can think for others and help them create citizens who are
compassionate and empathetic.
2.3.4 Peace education at higher education
This is extremely significant stage for peace education. Students in higher
education must be taught competencies, attit ude and knowledge in the area
of peace. These are future nation builders and role models of the society.
So, the students at this stage must imbibe all the qualities of good citizens.
The role of a teacher becomes very important at this stage as they have to
perform as role models for the students. Hence, teachers must be aware of
their behaviour on the students. Students must be taught human rights,
international understanding, conflict management and universal
brotherhood.
2.3.5 Peace education at adult e ducation
As students grow and develop as citizens of the society, they also continue
to learn and develop their competencies in relation to the new challenges munotes.in
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21 and realities ahead. This is where adult education plays a decisive role in
meeting the demands o f a globally interconnected world.
Adult education plays a crucial role in supporting society’s capacity for
adaptability and change, creating a competitive workforce which is
essential for competing and surviving in the global economy and
international ch allenges. We are living in the ever -changing technology
era with a lot of human conflicts. The capacity and potential of adult
education enable people to recognize their human potential fully by
relating their individual experiences to things that are happ ening around
them.
Adult education studies help to develop peace in the minds of the adults
by teaching aptly cultural understanding, social awareness, self -
confidence, communal harmony and prosperity.
In order to integrate peace education at all the var ious stages of education,
there are various methods that can be used effectively. The world we live
in today calls for emergency need for integrating peace education. There
are 6 different media that can be used for peace education integration at
each stag e of education. They are:
1. Subject context
2. Subject perspectives
3. Curricular and co -curricular activities
4. Teaching methods
5. Staff development and
6. Classroom and School management
1. Integrating peace education through subject context: Peace
education can be a su bject in itself. It can be part of the formal ongoing
curriculum in classroom with peace education concepts being introduced
as required. The subject of peace education can be woven easily into the
topics of school subjects. It should include the spread of peace values and
enduring attitudes in the minds of the students. Topics in subjects such as
Science, Mathematics, Social studies, Language, Art and design can be
easily connected to peace education. Writing, reading, role playing,
listening, negotiation are some of the skills / techniques that can be used
by teachers to integrate peace education concepts.
2. Integrate peace education through subject perspectives: Teachers
have to make sure the subjects taught are meaningful for the students and
it contribu tes to their emotional, intellectual, moral and social self -
development. Peace education will humanize the subjects taught by
bringing human perspectives using different methods. Stories of
civilization, harmony, environmental awareness, self -development
activities, peace -building activities are some of the ways to integrate peace
education into classroom teaching learning.
3. Teaching methods: Group discussion, co -operative learning,
brainstorming, story -telling, peer -teaching, role pay, experiential learnin g munotes.in
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22 etc. are some of the strategies that can be used at different stages of
education. The method must be determined by the teacher based on the
topic, subject and level of students.
4. Curricular and co -curricular activities: Curricular activities are
content specific and subject specific. These include learning about
Science, Mathematics, Language, etc. Additionally practical and extension
reading which are connected to the specific content of the subject matter
also includes in curricular activities. Co -curricular activities include out -
of-class activities or programme which would teach various aspects of
peace education. These include assembly, sports and games, club
activities, debates, etc.
5. Staff development: The curriculum, teacher and students are all
important parts of the teaching -learning process. Teachers play a very
dominant role in developing and enriching the learning for the students.
Hence, it is important that staff development takes place and schools
become a place of peace. It is important th at entire staff is committed to
the issue of peace education. A competent leader can ensure that peace
education training is imparted to the staff at all departments which
includes teaching, non -teaching, administrative, etc. Seminars, workshops,
discussio n forums can be used to impart the idea of peace education.
6. Classroom and School management: A culture of teaching peace
formally begins in pre -school and progresses developmentally throughout
university education and extends outwards into each and every aspect of
life. Educational institutions and classrooms are the key media that
addresses how student conflict can be resolved in a manner that also
improves student’s relationships with their peers and teachers. Philosophy
of school management and classroo m management are built on ethics,
morals, personal responsibility, values. Administration as well as teachers
of any educational institutions are supposed to inspire others with their
refined way of management skills. They should demonstrate proper
manners , exhibit good values and morals, teaching right from wrong,
mediate peer conflicts, show support towards students and employ
effective and impartial listening.
Peace education must consider not only the content but teaching methods
and strategies to make content effective and meaningful. Peace education
is not only about peace, but to teach for peace and in peace as well.
2.4 Historical development of Peace Education
Peace education can be defined simply as "the process of teaching people
about the threats of violence and strategies for peace," whether this
teaching happens inside or outside a classroom (Harris, 2008, p. 15). With
this broad definition, peace education's history is arguably as old as human
history, as cultures throughout the world have learned --and then taught the
next generation --how to live peacefully with others. For example, diverse munotes.in
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23 religious and philosophical traditions have been a rich and influential
source of peace learning, even though people have also promoted violence
in the names of these traditions.
Peace education in its modern form, however, stems primarily from
specialized written traditions and formal schooling. Peace education
scholar Ian Harris describes this modern peace movement as beginning in
nineteenth century Europe wit h many intellectual efforts to learn about
violent conflict, evolving in socialist political thought, and spreading to
the United States and elsewhere before World War I. Scholars began to
study war and started trying to educate the public about its danger s. More
and more people tried to persuade each other and their governments to use
mediation instead of war to solve international conflicts. For example,
with educational theorist John Dewey , many teachers across the United
States began using progressive e ducation to teach their students about our
common humanity in order to promote peaceful social progress (Harris,
2008, p. 16 -17).
Throughout history humans have taught each other conflict resolution
techniques to avoid violence. Peace education is the proc ess of teaching
people about the threats of violence and strategies for peace. Peace
educators try to build consensus about what peace strategies can bring
maximum benefit to a group. Peace education activities that attempt to end
violence and hostilities can be carried out informally within communities
or formally within institutional places of learning, like schools or colleges.
Peace education has been practiced informally by generations of humans
who want to resolve conflicts in ways that do not use dea dly force.
Indigenous peoples have conflict resolution traditions that have been
passed down through millennia that help promote peace within their
communities. Rather than killing each other over their disputes, they
employ nonviolent dispute mechanisms t hat they hand down from
generation to generation through informal peace education activities.
Anthropologists have located on this planet at least 47 relatively peaceful
societies (Banta, 1993). Although there are no written records, human
beings throughou t history have employed community -based peace
education strategies to preserve their knowledge of conflict resolution
tactics that promote their security. More formal peace education relies
upon the written word or instruction through schooling institution s.
Perhaps the earliest written records of guidelines that teach others about
how to achieve peace comes through the world’s great religions. These
religions – following the teaching of such prophets as Buddha,
Baha’u’llah, Jesus Christ, Mohammed, Moses, a nd Lao Tse – have
specific scriptures that advance peace. Organized religions promote their
own visions of peace but ironically religions also have become a rallying
cry for martyrs’ intent on destroying “others” who are seen as heathen
because they belong to different religions.
One of the first Europeans who used the written word to espouse peace
education was Comenius (1642/1969), the Czech educator who in the
seventeenth century saw that universally shared knowledge could provide munotes.in
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24 a road to peace. This a pproach to peace assumes that an understanding of
others and shared values will overcome differences that lead to conflict.
The ultimate goal of education was a world in which men and women
would live in harmony with acceptance of diverse cultures. The gro wth of
peace education parallels the growth of peace movements. The modern
peace movement against war began in the nineteenth century after the
Napoleonic wars when progressive intellectuals and politicians formed
serious societies to study the threats of war and propagate arguments
against the build -up of armaments. Indigenous peace organizations sprung
up in Great Britain, Belgium and France.
The second wave of nineteenth century peace movements was closely
associated with workingmen’s associations and s ocialist political
groupings. The last segment of the nineteenth century peace movement
preceded the First World War. Peace organizations were formed in nearly
all European nations during these decades spreading into the United States
and the newly formed states of Italy and Germany. As the nineteenth
century drew to a close, groups of teachers, students, and university
professors formed peace societies to educate the general public about the
dangers of war. At the beginning of the twentieth century Europea ns and
Americans formed peace movements to lobby their governments against
the saber rattling that eventually led to World War I. Bertha von Suttner,
an Austrian who helped convince Alfred Nobel to establish a peace prize,
wrote novels against war and orga nized international peace congresses
(Hamann, 1996). These congresses represented the notion that
international conflicts should be resolved by mediation and not weapons.
The purpose of such congresses was to sway public opinion against
military build ups that presaged the First World War. Public
demonstrations were also aimed at ruling elites to get them to adopt more
pacifist policies. In 1912 a School Peace League had chapters in nearly
every state in the United States that were “promoting through the sc hools
…the interests of international justice and fraternity” (Scanlon, 1959:
214). They had ambitious plans to acquaint over 500,000 teachers with the
conditions for peace (Stomfay -Stitz, 1993). In the interbellum period
between the First and Second World Wars, social studies teachers started
teaching international relations so that their students wouldn’t want to
wage war against foreigners. Convinced that schools had encouraged and
enabled war by indoctrinating youth into nationalism, peace educators
contributed to a progressive education reform where schools were seen as
a means to promote social progress by providing students with an
awareness of common humanity that helped break down national barriers
that lead to war.
In the early 1900s, women became an especially active part of this modern
peace education movement. Peace educators at this early date, often led by
women, began campaigning for social justice, arguing that poverty and
inequality were causes of war. Jane Addams, an American woman who
won the Nobel Peace Prize in 1931, was urging schools to include
immigrant groups (1907). The slogan “peace and bread” was central to her
work and articulated a vision that poverty was a cause of war. She felt that
educators needed to connect to the struggles of urban America to create a munotes.in
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25 true democratic community. She rejected the traditional curriculum that
limited women’s educational choices and opportunities. She wanted
women to work for reforms that ended child labour and was active in
international campai gns for the League of Nations established after the
First World War to establish a global forum whereby the nations of the
world could outlaw war. At about this same time an Italian woman, Maria
Montessori, was traveling through Europe urging teachers to a bandon
authoritarian pedagogies, replacing them with a rigid but dynamic
curriculum from which pupils could choose what to study. She reasoned
that children who did not automatically follow authoritarian teachers
would not necessarily obey rulers urging th em to war. She saw that the
construction of peace depends upon an education that would free the
child’s spirit, promote love of others, and remove blind obedience to
authority. Dr. Montessori emphasized that a teacher’s method or pedagogy
could contribute towards building a peaceful world. The whole school
should reflect the nurturing characteristics of a healthy family
(Montessori, 1946/1974). The horrors of World War II created a new
interest in ‘Education for World Citizenship.’ Right after that war Herb ert
Read (1949) argued for the marriage of art and peace education to produce
images that would motivate people to promote peace. Somewhat like his
contemporary, Maria Montessori, he argued that humans could use their
creative capacities to escape the pitf alls of destructive violence. Other
peace educators at that time, such as Herbert Read, began encouraging the
use of art and students' creativity to promote peace, while others such
as Paulo Freire focused on training students for critical analysis and
reform of society.
The first academic peace studies program at the college level was
established in 1948 at Manchester College, in North Manchester, Indiana,
in the United States. Soon thereafter the field of peace research developed
as a “science of peace” in the 1950s to counteract the science of war that
had produced so much mass killing. A Manifesto issued in 1955 by
Bertrand Russell and Albert Einstein and signed by other distinguished
academics called upon scientists of all political persuasions to assemb le to
discuss the threat posed to civilization by the advent of thermonuclear
weapons.
In the 1980s the threat of nuclear war stimulated educators all around the
world to warn of impending devastation. Three books were produced that
represent the highligh ts of an era acutely concerned with the threat of
nuclear annihilation: Education for Peace Birgit Brocke -Utne (1985) of
Norway, Comprehensive Peace Education by Betty Reardon (1988) of the
United States, and Peace Education by Ian Harris (1988), also of t he
United States. Brocke -Utne (1985) pointed out the devastation that
masculine aggression, manifested in militarism, war, and domestic
violence, wreaks upon males, females and children. She argued that
feminism is the starting point for effective disarmam ent. Additionally, she
pointed out that societies not at war were not necessarily peaceful because
they still harboured considerable domestic violence. Reardon (1988)
argued that the core values of schooling should be care, concern, and
commitment, and the key concepts of peace education should be planetary munotes.in
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26 stewardship, global citizenship, and humane relationships. Harris (1988)
stressed a holistic approach to peace education that could apply to
community education, elementary and secondary schools, as well as
college classrooms. He also emphasized that a peaceful pedagogy must be
integral to any attempt to teach about peace. The key ingredients of such
pedagogy are cooperative learning, democratic community, moral
sensitivity, and critical thinking.
This e xpansion of peace education towards the end of the twentieth
century points to an important symbiotic relationship between peace
movements, peace research, and peace education. The activists lead,
developing strategies to warn people about the dangers of v iolence,
whether it be wars between nations, environmental destruction, the threat
of nuclear holocaust, colonial aggression, cultural, domestic, or structural
violence. Academics studying these developments further the field of
peace research. The activis ts, hoping to broaden their message, teach
others through informal community -based peace education activities, such
as holding forums, publishing newsletters, and sponsoring peace
demonstrations. Teachers observing these activities promote peace studies
courses and programs in schools and colleges to provide awareness of the
challenges of ecological sustainability, war, and peace.
International organizations, from the League of Nations to United Nations
bodies, as well as non -governmental organizations have been growing in
influence and importance since the end of World War I; where the League
of Nations failed, the establishment of the United Nations achieved new
levels of global cooperation, norms, and ideals. The Charter of the United
Nations has since se rved as inspiration for the development of peace
education, as educators aspired to help in the global effort to "save
succeeding generations from the scourge of war," "to reaffirm faith in the
…dignity and worth of the human person [and] in the equal righ ts of men
and women," "to establish conditions under which justice and respect for
the obligations arising from treaties and other sources of international law
can be maintained," and "to promote social progress and better standards
of life in larger freed om…." With this mandate, the study of sustainable
peace and education in promotion of it began to take on new urgency and
sophistication to achieve these universal ideals.
Peace studies became a more serious academic subject soon after World
War II, and the threat of nuclear war throughout the Cold War encouraged
many scholars to devote their studies to creating a sustainable peace. From
the 1980s in particular, peace education scholarship has developed in
many directions. Some have emphasized minimizing masculine
aggression, domestic violence, and militarism; others have sought to foster
empathy and care in students; and many have argued that critical thinking
and democratic pedagogy are vital.
With the Convention on the Rights of the Child (CRC) in 1989 , peace
education and human rights education took on new importance, as this
type of education came to be seen as a fundamental right that all children
should have. As UNICEF scholar Susan Fountain writes, "It is significant munotes.in
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27 that the framers of the CRC vie wed the promotion of understanding, peace
and tolerance through education as a fundamental right of all children, not
an optional extra -curricular activity" International organizations of all
types, along with local teachers and communities, felt renewed p ressure to
provide peace education to all students as part of their core studies; this
provision became an explicit duty for everyone in society, and especially
for those involved in formal education.
Since the 1990s, peace education scholarship from arou nd the world has
provided an even greater variety of perspectives on the practice and its
goals. In documenting peace education's implementation, scholars have
found varying degrees of emphasis on positive or negative peace , on local
or global peace, and s ubordinate or dominant status of students. Scholars
have argued that the context of the peace education program has become
one of the most important factors in shaping the form it takes
Thus, peace education has been shown to use local peace potentials an d
local traditions of conflict transformation. Teachers and others have
shaped their programs to address their communities' needs and goals. For
example, some scholars have suggested ubuntu - an ethical philosophy of
southern Africa that roughly translates to "I am because you are" - as a
helpful component of peace education in parts of Africa. The history of
peace education, therefore, has various roots and has developed on various
paths; nonetheless, every instance of peace education can be seen as part
of a larger movement toward the creation of a more peaceful world.
Moreover, despite their differences in particular areas, these teachers have
much in common. Many peace educators since the 1980s especially have
come to seek to promote some combination of the following ideals: human
rights and the rights of the child , social justice and the minimization of
structural violence , critical analysis and transformation of violent concepts
and institutions , non -violent interpersonal and inter -communal conflict
resolution, universal empathy, global familiarity , and peaceful coexistence
with the environment . Around the world, teachers have drawn upon the
work and research of international activists, scholars, and each other for
ideas. At the same time, these peace e ducators' work continues to inspire
further work and study concerning new possibilities for peace education.
Thus, the trend in recent history appears to be one of moving toward an
expanding informal network of activists, scholars, teachers,and others tha t
draw on each other's work to improve their understanding and promotion
of peace. New participants join the movement every day, and peace
education continues to evolve in its theory and in its practice.
2.5 PEACE EDUCATION IN INDIA AND ITS
DEVELOPMENT
We are aware that Indian culture is a composite one based on unique
blending of spiritual and social traditions. Education in our culture aims at
not only the material or physical development but the ultimate aim of
education is all -round development of indi vidual including the spiritual munotes.in
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28 development or inner peace. Learning to live together has been our way
pof life since ages and helped our pluralistic and heterogenous country to
remain united through all odds. Equal respect for all religions (Sarva
Dharma S ambhava) and World as One (VasudhaivaKutumbakam) was
India’s message to the world at a time when most of the world
civilizations were in their infancy and it continues to be our message even
today. The concepts related to peace occupy an important place in the
Indian Constitution. It states that we shall endeavour ro maintain just and
honourable relationship between nations, foster respect for international
law and treaty obligations, encourage settlement of international disputes
by arbitration. Equal oppo rtunity, justice and freedom to each and every
citizen of the country has been ensured through various constitutional
provisions which are prerequisites of a peaceful and non -violent society.
As per NPE 1986, “India has always worked for peace and understa nding
between nations, treating the whole world as one family. True to this
tradition, education has to strengthen this worldview and motivate the
younger generation for international co -operation and peaceful co -
existence. Therefore, educational programme s for developing a peaceful
society needs to be very comprehensive. NCFSE 2000 maintains that
curriculum should reflect some of the major issues facing the world today
such as disarmament, avoidance of nuclear war, promotion of human
rights, etc.
Although India has made many contributions to the theory and practice of
peace work (the non -violent movement led by Mahatma Gandhi), peace
education in the form of university courses or special curricula for schools
is seldom encountered. However, signs of interes t in peace education are
evident in the peace research centres, in departments of Gandhian
Thought, and in similar institutes that have been organized over recent
decades.
At present, there is a greater need of peace education for peace of mind,
peace in t he family, peace in society, peace between nations and peace in
the universe for progress of nations. This is needed because violence is
emerging in an unprecedented manner in human society. Looking at the
world today any sensible person feels disheartened and even horrified to
see the kind of violent acts being committed by man against man and
nature. It is sad to realize that we live in an era of unprecedented violence
in the forms of terrorism, war, crimes, injustice and exploitation. Now a
days students move freely from one country to another country in this
globalized world for higher education purposes. But it is seen that students
of a country are not recognized equally in visiting country only on the
basis of their culture and consequently they face lot of adjustment related
problems. It has also been seen that even in a country people have been
facing many problems for living only on the basis of belonging a different
part of regions of country. An insecure and an unsafe environment in
modern society have been observed by people. Crimes have been
increasing in society and sometimes undesired crimes are committed by
students which indicate our attention that education should nurture peace
values in people. According to Ahmad (2007), peace in a society refers to
a state of group living in which members of every group and all groups munotes.in
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29 within it enjoy such a state of mind that allows them to engage themselves
in pursuits of their interest, actualize their potentials and realize their
aspirations unobtrusivel y and with confidence. In such societies people of
all hues live in security and with a fair degree of happiness. All coexist
side by side in harmony. They do not live in a perpetual state of
uncertainty of all kindswhether their homes are safe, whether th ey will
arrive at work or their children and families will be safe back home, their
children will return home from school safely etc.” This view emphasized a
group living with full of co -operation for safe and secure life. Peace
education in India has two goals. Firstly, to build public awareness
towards peace education and integrate it into all forms of education which
include non -formal education as well as formal education throughout the
world. Secondly, to ensure that of all teachers should teach and pr actice
peace in their practical life. Peace is the work of justice and the fruit of
love, but it must also be the production of education. Peace ensures an
education that makes an individual a citizen and creates a learning
environment to live in harmony w ith adjacent nature and act co -
operatively. Education for peace seeks to nurture ethical development,
values, attitudes and skills required for living in harmony with oneself and
with others as responsible citizen. Report of International Commission of
Education for the 21st Century UNESCO (1996) says, “living together in
harmony” must be the ultimate goal of education in the 21st century - an
integrative perspective for the school curriculum. In fact, two out of the
four pillars of education namely learning to live together and learning to
be, are related to peaceful living in society.
India has a long history of promoting international understanding, peace,
self-restraint and tolerance which are clearly evident from ancient Indian
texts like Vedas, Puranas and Upanishads. Our spiritual leaders have
advocated and preached to humankind for its divinity and manifestation of
peace in every moment of life. They preached religious tolerance,
inclusive education, universal brotherhood, all essential for heading to
peace. According to Indian leaders like Mahatma Gandhi, Bishnu Prasad
Rava, Rabindranath Tagore, most conflicts between individuals and
societies have been solved without violence and if we are to move away
from violence as a way of solving disputes at h ome and abroad, we must
work together to help young people how to deal with conflicts creatively.
2.6 LET US SUM UP
Peace education is about empowering people with the skills, attitudes and
knowledge to build, maintain and restore relationships and to deve lop
positive approaches towards dealing with conflicts – from the personal to
the international. As can be seen, understanding the various approaches to
peace and also various ways to integrate peace education at every level of
education from early educati on to adult education is an integral part of
every citizen’s life. Apart from this having the knowledge of the history of
peace education also adds another dimension to the learning.
The culture of peace should not be considered as the technical solution t o
every world problem, rather it supplies the moral foundation for munotes.in
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30 establishing a better individual and global order – a vision that can lead
individuals away from despair and society away from chaos.
2.7 UNIT END EXERCISE
1. Explain any three approaches of p eace.
2. Describe the approaches of Power politics, World order and conflict
resolution.
3. Explain non -violence and Transformation as approaches of peace.
4. How can a teacher integrate peace education at early education and
secondary school classes?
5. Explain the a pproaches of teaching peace education at higher
secondary education and adult education.
6. Describe the historical development of peace education.
7. How did peace education develop in India?
2.8 REFERENCES
https://www.mkgandhi.org/articles/peace%20paradigms.html
https://www.tc.columbia.edu/epe/epe -
entries/Harris_ch2_22feb08.pdf
https://www.researchgate.net/publication/265693303_Peace_Educati
on/link/5d8deb58a6fdcc25549f0363/download
http://twbonline.pbworks.com/w/page/25898792/Historyo fPeaceEdu
cation Harris, I. (2008). "History of Peace Education" in Monisha
Bajaj, ed., Encyclopedia of Peace Education. Charlotte, NC:
Information Age Publishing, 2008) Retrieved
from
(http://www.tc.edu/centers/epe/PDF%20articles/Harris_ch2_22feb08
.pdf)
Murithi, T. (2009). "An African Perspective on Peace
Education: Ubuntu Lessons in Reconciliation," International Review
of Education (55), p. 221-233.
https://www.pupilstutor.com/2021/11/how -to-develop -peace -
education -at-different -stages -of-education.html
https://www.pupilstutor.com/2021/11/brief -history -of-peace -
education -in-india.html
https://www.arvindguptatoys.com/arvindgupta/ncert -peace-edu.pdf
https://www.CICE_Guidelines_13_dark_green_web.pdf
munotes.in
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3
AGENCIES, CHALLENGES AND
STRATEGIES OF PEACE EDUCATION
Unit Structure
3.0 Objectives
3.1 Introduction
3.2 Agencies of Peace education
3.2.1 Family
3.2.2 Social Media
3.2.3 Communities
3.2.4 NGOs
3.3 Challenges to Peace
3.3.1 Stress
3.3.2 Conflict
3.3.3 Crimes,
3.3.4 Terrorism
3.3.5 Violence
3.3.6 Modernization
3.4 Strategies of teaching Peace education
3.4.1 Meditation
3.4.2 Yoga
3.4.3 Dramatization
3.4.4 Debate
3.5 Let Us Sum Up
3.6 Unit End Exercise
3.7 Reference
3.0 OBJECTIVES
After reading this unit you will be able to:
Explain the various agencies of peace education
Describe the role of family, social media , communities and NGOs in
peace education munotes.in
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32 Discuss the challenges to peace
Describe the various strategies of teaching peace education
3.1 INTRODUCTION
Peace education is a combination of two words i.e. peace and education.
Education can be defined as a pr ocess of systematic institutionalized
transmission of knowledge and skills, as well as of basic value and norms
that are accepted in a certain society, where as peace is defined by many
writers as negative peace and positive peace. Negative peace can be
understood the absence of wars, religious riots and physical violence etc.
which affects the members of society and nation in large. Positive peace is
associated with the development of society in which, except for the
absence of direct violence, there is no structural violence or social
injustice. Hence peace education can be defined as “a growing body of
shared values, attitudes, behaviours and ways of life based on non -
violence and respect for fundamental rights and freedoms, an
understanding, tolerance an d solidarity, on the sharing and free flow of
information, and on the full participation and empowerment of women”
(UNESCO).
3.2 AGENCIES OF PEACE EDUCATION
Peace education is not an abstract concept or that which can be imparted
only through classroom tea ching. It is a continuous learning process.
Peace education can begin from the family setting and move on the other
levels like school, higher education institutions, work place etc. Our new
generation is rotating around social Medias hence these Medias ca n also
play a very positive and important role in developing peace education.
Let’s discuss the various agencies of peace education.
3.2.1 Family
Britannica Encyclopaedia defines family a group of persons united by the
ties of marriage, blood or adoption , constituting a single household and
interacting with each other in their respective social positions, usually
those of spouses, parents, children, and siblings. In our country generally
we have two types of families: joint family which includes grandpare nts,
parents and children in it whereas nuclear family consists parents and their
children. These days couples are preferring nuclear family, as both the
parents are working children are alone at their home or with the servants
or caretakers. No one is the re to share their thought and feeling which
gradually creates unrest, anxiety, frustrations among child that needs to be
tackling in time. If not tackled properly internal peace of a child starts
disturbing.
According to Mahatma Gandhi “If we are to teach real peace in the world
we shall have to begin with children” and family is the agency where
parents can start this. Instead of creating internal competition among
siblings in day -to-day life, parents should provide space to their children
to grow and deve lop as per their pace. For example: who will finish the munotes.in
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33 milk first? Who will run faster? Who will get the good marks? Failures in
these little activities disturbed the mental peace of the child. Family should
support the child in his failures also, give th em courage to face it, provide
guidance to overcome the failures. These support system of the family
helps in nurturing a peaceful child, and when the child goes out -side he
behaves in a balanced manner.
Studies have shown that children living in joint fa milies are in win -win
situation, because someone is there at home to take care of the child for
example; Dada, dadi, uncle, aunty, cousins etc. Elders may share their
feelings; inculcate values among child through stories or discussions. In
nuclear family also, if parents are having good relationship, mutual respect
and trust the child will nurture in the positive environment. The peaceful
environment of a family also affects the peace of mind of every member.
If relationship among the members of a family i s cordial, and in harmony,
social environment is good, and members are emotionally sound the
personality of the family members will be balanced.
The family can play vital role in the development of peaceful environment
in the society and hence it increase s the responsibility of family members
in the development of the balanced personality of the child.
3.2.2 Social -Media
Maya Dollarhide explained social media as a computer -based technology
that facilitates the sharing of ideas, thoughts, and information through
virtual networks and communities. Social media is internet -based and
gives users quick electronic communication of content, such as personal
information, documents, videos, and photos. Users engage with social
media via computer, tablet, or smart p hone via software or applications.
Six types of social media includes social networks, social news,
Microblogging, bookmarking sites, media sharing and community blogs.
Generally, people get confused about social media with social networking
sites mainly Face book, Twitter, Instagram, YouTube etc. These
networking sites allows people from similar backgrounds or with similar
interests to connect online.
The role of social media increases very much as various types of good or
bad content is available on the finger tips of the users. A good content
shown in the form of short movie, message, photos, videos can create
awareness, sympathy, trust, friendships, proud feeling for something it
was meant for. These messages, photos, videos could be based on any
socia l or emotional issues which affects the viewers deep into their heart
and mind but the spurious or deceptive content can create riots and
violence in the societies. Hence the users must understand the real
objective and truth behind every message, news, vi deos or photos they are
watching. They must check the authenticity of the message before
forwarding it to anyone.
Movies showing respect and uniqueness of every culture can be uploaded
on the social media helps the users to watch and love the diversity of each munotes.in
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34 culture, many psychological issues can be address on various social
medias help the users to understand that he is not the alone who is facing
the issues but others are also having psychological issues like anxiety,
frustrations etc. Messages can be uploaded by the social media influencers
showing respect for the nation, for the older people, for our cultural
heritage, for the special child affects the users watching it and start
behaving in the same manner. Hence social media plays a very important
role in disseminating peace education.
3.2.3 Communities
Community is a group of people who interact with one another, for
example, as friends, or neighbours. This interaction typically viewed as
occurring within a bounded geographic territory, such as a neighbourhood
or city and the community members often share common values, beliefs,
or behaviours (Zachary P. Neal). Promotion of peace must not be limited
to nationally or internationally but also at local level, with families, tribes
and communities. Whe n trust, safety, social cohesion is developed within
and between the communities it will strengthen social and cultural
capacities to resolve disputes and conflicts.
People living in communities which are safe, trustworthy and having
mutual respect for th eir own community members as well as the members
of other communities feel safer and sounder and that promotes the peace
among them. If community leaders like jadgurus , sadhu sants , prophets,
fathers etc. will promote love and respect for other communitie s and
culture their followers follow the same and vice versa. Hence communities
and their members are having huge responsibilities on their shoulders for
promoting peace in the society. Domestic violence, violence amongst
children must be avoided in the co mmunities where as improved social
relations and expansion of developmental activities should be promoted in
the communities for peace amongst the members of the communities.
3.2.4 NGOs
An NGO is an organization which is not run by the government. NGO an
abbreviation for ‘non -governmental organization. Many national and
international non -governmental organizations are working in the area of
peace education and non -violence.
One of the National NGO is Shanti Sahyog Center for Nonviolence,
started in 2018 w ith the aim to create global awareness about non -violence
as essential to human survival. It is a developing think tank, research and
advocacy organization, that strive to realize Mahatma Gandhi’s vision of a
non-violent world order. Current programs of SS C are:
Seminars/conferences on peace issues
Workshops on understanding and applying Gandhi in today’s context.
Short training on nonviolent conflict resolution for educational
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35 The International NGO wor king for peace is Peace India, established in
2012 in Asansol. This NGO is for the peace and human rights protection
for the ignored, disregarded, over -looked, victimized oppressed,
depressed, tortured people of the society and it cultivates awareness in
them with regards to their RIGHTS. The activities include organization of
many social, public, and legal programs for the welfare of the society and
did lots of support to poor and needy people of society.
Hence it can be concluded that national and interna tional NGOs are
working for peace, conflict resolutions and addressing many issues which
may create conflicts in the societies, people may approach them for
dispute resolutions and NGOs are helping them to return to mental peace
by solving their conflicts and disputes. Their activities include organizing
various programs, discussions, speech, different competitions for
educational institutions and corporates to promote peace. Also introduces
many games which promotes peace among the members of society.
Check your progress:
1. Explain the role of family as an agency of peace education.
2. How community leaders may affect peace of community?
3. What is role of NGOs in promoting peace.
4. Illustrate the demerits of social media with reference to peace
educati on.
3.3 CHALLENGES TO PEACE
In the words of Heili Perera, peace is to live without worry, fear or burden.
To be peaceful a person has to first find the calmness, harmony, and true
freedom within. The peace is not only a personal aspect but also derives
beyond oneself, own home, the community and to the greater world. A
peaceful person makes a positive impact to his or her family and friends.
When more and more people appreciate different cultures, religions, races,
languages, ways of living, values and ide as then the society becomes a
better place for everyone.
Peace can be classified in two types: Internal peace and external peace, As
the name indicates internal peace is related to the person’s himself or
herself like stress, anxiety, emotional imbalance etc. whereas the external
peace of a person depends on the reasons present in the outer world like
violence, war, terrorism etc. Let’s discuss various challenges to peace one
by one.
3.3.1 STRESS
Strain, anxiety, pressure or stress is normal and to some e xtent faced by
all the human beings. But the reasons of getting stressed vary from person
to person. For example, one person may become stressed due to heavy
traffic on the road while going back to home in the evening, whereas
another might turn up their m usic and consider it as little inconvenience. munotes.in
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36 A girl might get emotionally stressed after fighting with her friend
whereas another might easily shrug it off. So, in today’s life it is difficult
to live without stress but the important part is how a person is dealing with
the stress. If the stress starts affecting the mental and physical health of a
person then immediate counselling is required.
A person may experience stressed if he/she:
Feels under lots of pressure
Face big changes in his/her life
Are wo rried about something
Don’t have much control over the outcomes of a situation
Have responsibilities that a person finds overwhelming
Don’t have enough work, activities, or change in his/her life
Experience discrimination, hate or abuse
Uncertainties in li fe.
There are many other reasons of stress which depends on work, work -
place, finance, relationships, family, social media etc. and any of the
reason can affect the peaceful mind of a person and as a result the person
might get disturbed in his/her day -to-day life.
3.3.2 CONFLICT
In layman’s language conflict is nothing but a fight either between two
individuals or among group members. No two individuals can think alike
and there is definitely difference in there thought process as well as their
underst anding. Disagreement among individuals leads to conflicts and
fights. Generally, conflict arises due to different values, opinions, needs,
interests and both the individuals/parties or groups are unable to find the
middle way.
Conflict can be defined as a clash between individuals arising out of a
difference in thought process, attitudes, understanding, interests,
requirements and even sometimes perceptions. According to Vilendrer, the
five main causes of conflicts which might affect the peaceful state of any
individual are as follows:
Information conflict: when people have insufficient information, or
disagree over what is relevant.
Values conflict: when people have different value and belief systems
and they try to impose their value system on others.
Interest conflict: when people have different interests, conflicts may
occur issues of money, resources, time etc. People believes in
satisfying their own needs and expects opponent must be sacrificed.
Relationship conflict: when people misinterpret each other, strong
negative emotions affect each other and people are having poor
communication. munotes.in
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37 Structural conflict: when people behave unfairly or try to dominate
each other due to their positions.
Any of the cause can create anxiety, stress or frustration among people
and affect their peaceful life. Any mediator can be appointed immediately
to sort out the issues between the person/group or parties. If conflict
persists for longer time, it may rune the harmony of the relationship hence
must be taken care i mmediately.
3.3.3 CRIMES
According to the Britannica encyclopaedia, “Crime is the intentional
commission of an act usually deemed socially harmful or dangerous and
specifically defined, prohibited and punishable act under a criminal law”.
In sociology crime is defined as deviant behaviour that violates prevailing
norms or cultural standards prescribing how humans ought to behave
normally.
Crime could challenge the peace of an individual. If he is committing
crime, it directly disturbing his/her own pea ce of mind along with those
who are directly and indirectly connected to him/her like friends and
family members. The rate of crime increasing day by day, for example:
eve teasing, rapes, child molestation, murders, domestic violence etc
which are indirect ly affecting the people who are living in same societies,
states and nation at large.
Major reasons of this increasing rate of crime are corruption and our slow
judiciary system. Criminals should get punishment as soon as possible
because when people obs erve that law is doing its work properly and
criminals are getting punished, they will think twice before committing
any crime. But the actual condition in our country is criminals are
fearlessly roaming around in our societies and communities and people
who want to live peacefully are living in fear, which are affecting their
peaceful life.
In the world of internet, web series and movies are also showing crimes in
abundance which also create anxiety among the viewers, and affect their
peaceful life. Ange r, violence, murders etc. are the resultants of such
content. These kind of web series and movies are also affecting patience
level and value system of the viewers. Sensor board must take strong steps
to control such kind of criminal content, it may affect positively to the
mind set of the viewers.
3.3.4 Terrorism
In the words of John Philip Jenkins, terrorism is the calculated use of
violence to create a general climate of fear in a population and thereby to
bring about a particular political objective. Terrorism has been practiced
by political organizations with both rightist and leftist objectives, by
nationalistic and religious groups, by revolutionaries, and even by state munotes.in
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38 institutions such as armies, intelligence service and police in some
countries.
Nationally or internationally mass bombing campaigns of Terrorism
groups affect directly and indirectly to the people as it leads to sickness,
disease, suffering, destructions of home, and deaths. Any terrorist attack
takes years to overcome from the eff ects of it which is next to impossible.
The families of the people who died under such attacks never be able to
lead a normal life. Their peace is been lost for lifetime they always live
under the shadow of such attacks. Acts of terrorism challenge the hum an
rights of people. In -spite of the interference of many NGOs and
Governmental organizations, it is difficult to get justice for the people who
suffered, slow judiciary system and corrupt system plays an important role
in it. Government must take necessar y and strict steps to avoid the
intelligence failure and to stop the terrorist attacks.
3.3.5 Violence
According to the Merriam -webster dictionary “violence is the use of
physical force so as to injure, abuse, damage, or destroy. It is an extreme
form o f aggression, such as assault, rape and murder”. Majority times
violence takes many more forms than physical blows or wounds, it
includes sexual assault, neglect, verbal attack, insults, threats, harassment
and other psychological abuses. Victims of violen ce could be anyone
children, women and men and in most of the cases it is committed by
someone known to the victim.
Current violence includes acts that are random and spontaneous as in
lashing out in rage, as well as systematic, planned acts calculated t o
overpower and control. Violence affects its direct victims, those who
witness violence, family members, co -workers, service providers and all
members of society.
American Psychological association listed following warning signs of a
violent person:
Repea ted loss of temper
Frequently physical fighting
Vandalism or property damage
Increased use of drugs and alcohol
Increased demonstration of risk -taking behaviour
Announcing plans or threats to commit acts of violence or hurt others
Enjoyment in hurting anim als
Carrying, access to or fascination with weapons, especially guns
Withdrawal from friends and usual activities
Feeling of rejections and marginalization
Violence is a serious possibility if a person is showing any of the above
sign. There are many ty pes of violence and each one of them have
damaging effects on mental, physical and spiritual wellbeing. For
example: munotes.in
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39 o Physical violence
o Sexual violence
o Emotional Violence
o Psychological violence
o Spiritual violence
o Cultural violence
o Verbal abuse
o Financial ab use
Any type of violence is sufficient to shattered the peace of any human
being and the members who are associating with the victim directly or
indirectly. It affects the person not only physically but mentally also.
WHO reflected on the violence happen ing in the world… ‘each year more
than 1.6 million people worldwide lose their lives because of violence. For
every person who dies as a result of violence, many more are injured and
suffer from a range of physical, sexual, reproductive and mental health
problems. Violence places a massive burden on national economics in
health care, law enforcement and lost productivity.’
3.3.6 Modernization
In sociology modernization means the transformation from a traditional,
rural, agrarian society to a secular, urb an, industrial society
(Encyclopaedia Britannica). Modernization is a continuous and open -
ended process; it is not a once -and-for-all-time achievement. It is a
dynamic in nature. One can easy mark the impact of modernization in the
society. A small family to a big industry, modernization is leaving deep
impact on everything as well as the people who are associated with them.
Let’s find out how modernization affecting people and challenging their
peace:
Impact on Social Structure: Change in family structure through
death, birth, marriage, largescale migration due to war or epidemic, rise
and fall of pre -industrial cities and commercial centres owing to the
changes in the political power and the trade routes, etc. but most of these
changes were cyclical in na ture. Due to modernization the individual
become more important, gradually replacing the family, community or
occupational group as the basic unit of society. And here the peace of
individuals starts affecting. Joint family to nuclear family, Traditional
craftsmanship and employment to hi -tech job profiles, simple living to
highly ambitious life style gradually shattering the peace of individuals.
People are compromising their family’s quality time with earning more
money. But this can not be continued for long, frustration, anxiety,
inferiority complexes etc. are affecting people. Social relationship with
parents, siblings, friends and family are on stake. Man is a social animal
and he/she can not handle this for longer period of time.
Impact on Technolog y: The term technology lightens up the faces of
many people especially the young generation. Life has improved in the
last few decades since technology has evolved at an incredibly fast rate. It munotes.in
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40 is now hard to imagine life without technology, which include s things like
internet, phones, tablets, TV, PS, and movie and video games. When
people embrace these positive attributes of technology, they tend to forget
many negative effects it has bought upon the society in general. For
example:
o Increase stress lev el and isolation
o Short -term mindset
o Lack of attention and concentration
o Time consuming/wasting in many cases
o Less emotional bonding
o Minimum personal interaction
o Confined to their home and do not want to interact with the outside
world
There are many more negative impacts which are affecting people due to
technological advancements. Families spending quality time together is a
distant dream now, for every problem, people used to surf internet, no
discussions, critical analysis or appreciation among the grou p of people,
and all this gradually affecting peace and mental status of people. People
are having various information on their finger tips but as far as application
of knowledge is concerned it is lacking in their day -to-day life.
There are some other m odernization impacts includes: environmental
impact like various pollutions mainly water, noise and sound pollutions
creating physical and psychological issues among the people. Skin
diseases to lack of attention and concentration due to pollution affectin g
internal peace of sufferers.
Check your progress
1. Enumerate the characteristics of a stressed person.
2. What is conflict? Explain various types of conflict affecting peace.
3. Differentiate between crime and terrorism.
4. How will you identify a violent person? List any 5 characteristics.
5. Write down the social impact of modernization.
3.4 STRATEGIES OF TEACHING PEACE EDUCATION
The three -fold goals of peace education explained by Dr. A Subramanian
is:
The building awareness on the realities, roots and conseque nces of
violence, and the building of awareness on the roots of peace.
The building of concern and the development and the development of
the values of empathy, compassion, hope and social responsibilities.
The call to action beginning with the resolve to change personal
mindsets, attitudes, and doing something concrete about situations of
violence. munotes.in
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41 Participatory education, cooperative education and experimental education
are three modes which could be used by a teacher while teaching peace
education.
Part icipatory education, means allowing learners to inquire, share and
collaborate. It allows learners to engage in dialogue with the teacher or
with their co -learners. The practice of articulating and listening to diverse
points of view is an important exerci se in broadening perspectives. Such a
skill is necessary in a world where many conflicts remain unsolved
because of people’s refusal to hear one another.
Cooperative education, means giving opportunities for participants to
work together and learn, rather than compete with each other. Cooperative
learning, aside from increasing motivation to learn, improves relations
among students; challenges individualism; and reduces disagreements and
feelings of prejudice. Its reverse feeling of alienation and isolation and
promotes more positive attitude.
Experiential education , means learning not through didactic means but
through the processing of one’s own experience from activities initiates in
the classroom. Hence lectures are kept are to a minimum. Learners build s
ideas and form their own concepts from the experience or activity they
went through.
There are many strategies that are compatible with the approaches to
peace education described above. They are as follows:
a. Meditation: Meditation is a practice that inc orporates different
techniques that help people focus their attention and achieve a heightened
state of awareness. It can result in changes in consciousness and has been
shown to have a number of health benefits.
Meditation involves sitting in a relaxed p osition and clearing the mind, or
focusing the mind on one thought and clearing it all others. One may focus
on a sound like “Om”, or on breathing, counting, a mantra, or nothing at
all.
It is generally necessary to have at least five to twenty distraction -free
minutes to spend, though meditation sessions can really be any length.
Longer mediation sessions tend to bring greater benefits, but it is usually
best to start slowly so one can maintain the practice long term.
Elements of Meditation:
i. Focused atte ntion: Focusing attention helps an individual to get free
from the many distractions that cause stress and worry. Attention may
be focused on some specific object, an image, a mantra or even his/her
own breathing.
ii. Relaxed breathing: this technique involve s deep, even -paced
breathing using the diaphragm muscle to expand the lungs. The
purpose is to slow your breathing, take in more oxygen, and reduce the munotes.in
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42 use of shoulder, neck and upper chest muscles while breathing so that
one can breathe more efficiently.
iii. A comfortable position: A person can practice meditation whether he
is sitting, lying down, walking, or in other positions or activities, but in
comfortable position to get the most out from the meditation. The aim
is to keep good posture during meditatio n.
iv. Open attitude: This is an important element of meditation, here a
person should allow his/her thoughts to pass through the mind without
judgement.
Types of Meditation
There are nine popular types of meditation practice, the names of which re
as follow s:
1. Mindfulness meditation
2. Spiritual meditation
3. Focused meditation
4. Movement meditation
5. Mantra meditation
6. Transcendental meditation
7. Progressive meditation
8. Loving -kindness meditation
9. Visualization meditation
Meditation and Peace
The modern world is full of d istractions, temptations, and envy. People are
busy in making others happy by doing this or that, but true happiness,
comes from within. Nice things and experience will improve quality of life
but peace of mind can enhance moments of happiness, soften the blows of
misfortune, and help an individual to find joy in things on which he/she
never paid such attention in the past and meditation exactly helps in this.
While dealing with several problem, an individual may create feeling s of
stress, anxiety, and ul timately burnout. In a review published in March
2014 in the journal JAMA Internal Medicine, researchers reviewed more
than 18,000 scientific studies looking at the relationships between
mediation and depression and anxiety. Forty -seven trials with data on
3,515 patients met their criteria for well -designed research. The result
showed that mindful meditation programmes over an eight -week period
had moderate evidence in reducing symptoms of depression and anxiety.
Meditation gives a sense of calm, peace an d balance that can benefit both
emotional well -being and overall health. It also helps to relax and cope munotes.in
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43 with stress by refocusing your attention on something calming. Meditation
helps an individual to stay focused and keep inner peace. Expert says that
these benefits don’t end with the session ends and it keeps an individual
calm throughout the day.
Meditation also helps to manage symptoms of certain medical conditions
and benefits the emotional and physical well -being which include:
Gaining a new perspec tive on stressful situation
Building skills to manage your stress
Increasing self -awareness
Focusing on the present
Reducing negative emotions
Increasing patience and tolerance
Lowering resting heart rate
Lowering resting blood pressure
Improving sleep qua lity
Meditation is an umbrella term for the many ways to achieve a relaxed
state of being, but it isn’t a replacement for traditional medical treatment.
b. Yoga: Yoga is essentially a spiritual discipline based on an extremely
subtle science, which focuses o n bringing harmony between mind and
body. It is an art and science of healthy living. The word Yoga is derived
from the Sanskrit root ‘Yuj’ , meaning ‘to join’ or ‘to yoke’ or ‘to unite’.
As per yogic scriptures the practice of Yoga leads to the union of
individual consciousness with that of the Universal consciousness,
indicating a perfect harmony between the mind and body.
According to Merriam -Webster dictionary “Yoga is a system of physical
postures, breathing techniques, and sometimes meditation derived from
Yoga but often practised independently especially in Western cultures to
promote physical and emotional wellbeing.”
Yoga is a way of life - an art of righteous living or an integrated system for
the benefits of the body, mind and inner spirit. The main credit for
systematising Yoga in to a scientific system goes to Patanjali (circa 700
BC), whose magnum opus Yoga Sutra, is considered to be the most
authentic text on the subject of Yoga.
The aim of Yoga is the attainment of the physical, mental and spir itual
health.
The eight stages of Yoga discipline recommended by Patanjali are:
1. Yamas: Internal purification through moral training preparatory to
Yoga munotes.in
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44 2. Niyamas: Cleanliness, contentment, mortification, study and worship
of God
3. Asanas: Physical postures or exercises
4. Pranayama: Control of vital energy/breath control
5. Pratyahara: Withdrawal of the senses/making the mind introspective
6. Dharana: Concentration of mind
7. Dhyana: Meditation
8. Samadhi: Attainment of the suer conscious state
Yoga and Peace:
Persons prac tising Yoga are reported to have experienced tremendous
inner changes leading to the strengthening of their personality in a
substantially creative manner. Some of the mental health benefits said to
have driven from Yoga are:
Reduction of tension
Restorati on of flexibility
Freeing the mind from mental disturbances
Decrease in nervousness, irritability and confusion
Avoids depression and mental fatigue
Revive alertness, attention and willingness to tackle problems
Realize the self and understand issues arou nd him/her
Increased self -knowledge
Attain and maintain physical and mental health and relaxation
The practice of Yoga helps to develop qualities like positive thinking,
inner peace, compassion, skill for non -violent conflict resolution, respect
for the se lf and others etc. which are regarded as components of peace
behaviour.
Regular practice of asanas helps to keep the body fit and strength the
mind and gives it the tenacity to withstand pain and unhappiness stoically
and with fortitude. In this way it le ads to the attainment of mental
equilibrium and calmness. Pranayama helps to put life energy to creative
use and also helps in releasing tension and developing a relaxed state of
mind. It improves mental clarity, alertness, and ensure physical well -
being. Yoga-nidra another posture, relaxes our entire physiological and
psychological system, this completely rejuvenating the body and the mind. munotes.in
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45 As peace education has been identified as the most pressing need of the
time. In the present era of uncertainty and violence in the forms of
terrorism, war, crime, injustice, oppression and exploitation, peacefulness
in thought, word, and deed needs to be kept alive in human consciousness.
c. Dramatization: Mridula Shridhar explained dramatization as ‘the
most significant model and basic activity for learning. It helps children to
think about their individual or social problems. Children can learn to
explore issues, events, and connections, by means of drama or role play. In
dramatization, children draw on their knowledge and experience of the
real world in order to create a make -believe world.’
Dramatization is the centre of existence because it is a valuable form of
communication. It provides children with an opportunity to work together
cooperatively on a shared life. A s a result, it gives children the chance to
express themselves more effectively in everyday situations. Through
dramatization children to get along with others and to find out how they
stand in relation to others. It is the only and natural way through whi ch
they learn about themselves and the world.
Dramatization is useful in developing play so that children can extend
themselves creativity and constructively. With this, children are able to
express and communicates their feelings and understanding in the ir own
way. It gives children practice in reasoning and acknowledging. It also
provides emotional content in their socialization.
Importance of dramatization :
There is a Chinese proverb that says: “Tell me and I will forget, show me
and I will remember and Involve me and I will understand.” Dramatization
is based on the involvement of students in the real -life situations where
they can choose their own roles and act as per his/her understanding of the
situation.
Dramatic exploration can provide students wi th an outlet for emotions,
thoughts, and dreams that they might not otherwise have means to express.
Drama also helps students develop tolerance and empathy. In order to play
a role competently, an actor must be able to fully inhabit another’s soul.
An ac tor must be able to really understand how the world looks through
another person’s eyes. In today’s increasingly polarized and intolerance
culture, the ability to understand other’s motives and choices is critical.
Drama can help build responsible citizens .
Imagination and creativity are usually focused on understanding human
behaviour in terms of how people feel and behave in certain situations. It
helps the inherent qualities of the person making the effort, partly by
increasing the sensitivity involved i n sharing with other people and partly
by determining for himself the sort of the world he wishes to live in, it is
the social aspect of dramatization. munotes.in
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46 Some other importance/benefits may include: language development,
fluency and pronunciation, better ins ight of different real -world characters,
development of curiosity, adaptability, development of skills like
listening, speaking, and reading and even writing, innovative and creative
teaching method which creates interest among the students.
d. Debate: Today debate exist in countless form in any society, ranging
from government debates, court proceedings, to debate in media and
everyday life where individuals present opposing views through social
interaction (Fallahi & Haney, 2011)
According to Chang and Cho, 2010, Debate is an instructional method,
debating involves students in expressing their opinions from two
competing perspectives with the goal of contradicting each other’s
arguments. An opportunity for decision may be given after opposing
views are prese nted in alternation statements.
In 2002 Snider and Schnurer explained following four important
components of a classroom debate:
Development of ideas with description, explanation and demonstration
Clash, either about the issue or about te presentation of arguments. h
of opinions supported by reasons/logics and evidence
Extension of arguments against criticism, which again are refuted by
the opponent
Perspective, the process of weighing ideas and issues to conclude with
a logical decision is made
Importanc e of Debating
Debate has been shown to facilitate engagement, verbal participation and
better involves students in class, instead of passive learning students take
up more responsibility for comprehension of the subject matter and invest
more serious stud y effort. Both participating in the debate process and
observing it have been reported to be valuable by the under graduate
students (Mooeller, 1985). Debate also leads to more active post -debate
discussion (Green and Klug, 1990).
Debating is also found to improve learning outcomes. The immediate
positive effects include greater knowledge acquisition by reinforcing
already taught materials (Kennedy, 2009).
For the learning of controversial subjects in particular, debating enhances
students’ appreciation fo r the complexities of the subject matter, and
challenges prior beliefs (Bell, 1982).
In longer terms debating helps students acquire better comprehension,
application, and critical evaluation skills when presented a complex topic
(Omelicheva and Avdeyeva, 2008). It improves student’s listening and
public speaking skills and also opens opportunities to develop oral munotes.in
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47 communication skills (Combs and Bourne, 1994), creativity (Vo and
Morris, 206) and empathy (Bell, 1982).
Check your progress
1. Give meaning of med itation and write the elements of meditation.
2. Enlist the various types of meditation.
3. How Yoga and peace are associated?
4. Discuss the four components of a classroom debate.
5. What is drama? Write the importance of Drama.
3.5 LET’S SUM UP
There is a growing re alization in the world of education today that
children should be educated in the art of peaceful living. It is a universal
shared view that we are living in an era of unprecedented violence in the
form of terrorism, war, crimes, injustice, oppression and exploitation
amidst a seemingly developed world, marked by affluence and material
abundance enjoyed by a few. Children naturally absorb the spirit of
violence that envelops the entire socio -cultural fabric and will soon grow
to be the next generation perpe trators of violence. In order to prevent such
a calamity, it is most essential that children should be helped to internalize
and cultivate the values and skills needed for peaceful living.
Building a culture of peace is, of course, difficult to accomplish . Inclusion
of peace education in the present system of education for achieving this
goal is needed. Different ways of integrating peace into curriculum also
must be made to make homes, schools, and for all other institutions more
peaceful and peace -orient ed so that peace will become an abiding presence
and experiential reality.
3.6 UNIT END EXERCISE
1. Discuss the various agencies of Peace education.
2. Differentiate between crime and conflict and explain how they are
challenging peace.
3. How modernization is affecting peace?
4. What is meditation? Explain its components and write how peace can
be achieved through meditation.
5. Discuss Yoga as a strategy of teaching peace education.
6. Write short notes on:
a. Dramatization
b. Debate munotes.in
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48 3.7 REFERENCE
https://www.forbes.com/sites/alicegwalton/2012/07/25/how -parents -
stress -can-hurt-a-child -from -the-inside -out/?sh=50b2d9326b38
http://www.verywellmind.com
https://www.coe.int/en/web/compass/peace -and-violence
https://www. britannica.com/topic/terrorism
https://www.pupilstutor.com/2021/11/methods -of-teaching -peace -
education.html
https://ablconnect.harvard.edu/debate -
research#:~:text=As%20an%20instructional%20method%2C%20debating
,are%20presented%20in%20alternating%20statem ents
https://www.slideshare.net/GeromeArcilla/methods -in-peace -education -
social -dimensions -of-education
https://www.mayoclinic.com
https://www.gooroo.com/blog/peace -of-mind/
https://www.mkgandhi.org/article s/yoga -as-a-tool-in-peace -
education.html
https://osteopathic.org/what -is-osteopathic -medicine/benefits -of-yoga/
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49 4
INTEGRATION OF PEACE EDUCATION
IN CURRICULUM
Unit Structure
4.0 Objectives
4.1 Introduction
4.2 Subject Context – Language, Social Sciences, Mathematics, Science,
Art & Craft, Subjective perspectives
4.3 Methods of Teaching – Cooperative Learning, Story telling, Group
discussion, Service Learning, Peer Teaching, Experimental Teaching,
Brainstorming, Inquiry Based learning, Role play, Dialogues,
Energizer
4.4 Curricular and Co -curricular activities
4.5 Summary
4.6 Unit End Exercise
4.7 References
4.0 OBJEC TIVES
After reading this unit you will be able to;
Develop an understanding of integrating peace education into
curriculum.
Gain an insight into infusing the peace values in the subject context
through various techniques.
Develop an understanding of vario us methods of teaching to impart
knowledge of peace related concepts.
Apply the methods of teaching in the classroom to develop the attitude
and skills necessary for peace -building.
Gain an understanding of various curricular and co -curricular activities
required for peace education.
4.1 INTRODUCTION
The aim of Peace Education is to help build a peaceful world and to
achieve it we need to develop the world for younger generation making it
healthier, safer, peaceful and prepare the children for such a peacef ul
world. Every student should become a peacemaker and utilize their
abilities, capacities, potentialities, energies towards creating a culture of
peace. The challenge for educators all over the world today is to bring
innovation in teaching -learning proce ss and prepare younger generations munotes.in
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50 for the kind of life we aspire for them. We must lay the foundation
through curriculum and develop those skills, values and attitudes of peace
among younger generation through integration of peace education into the
exist ing curriculum.
This unit focuses on ways of integrating peace values at subject context
level, various methods of teaching and through curricular and co -
curricular activities.
4.2 SUBJECT CONTEXT – LANGUAGE, SOCIAL
SCIENCES, MATHEMATICS, SCIENCE, ART &
CRAFT, SUBJECTIVE PERSPECTIVES
To foster peaceful attitudes, values and skills among children, teachers can
integrate peace values in the curriculum. Every lesson can become peace
lesson and every teacher a peace teacher. Each subject can become
interesting and a meaningful learning can take place if the values of peace
are included into subject along with activities. It also increases quality of
teaching. Thus, it can make Peace as the main theme in the curriculum
which can give learning experiences to lear ners in various subjects.
The core curricular subjects such as language, social science,
Mathematics, Science, Art & Craft can be used to infuse the peace values.
Each of these subjects have various lessons. Many of these lessons may
have peace values inc luded directly or indirectly in it, in different forms.
Some of them may not have such peace values at all. Teacher’s role here
is very important. It is her ability to use imagination, positive feelings and
emotions, innovative learning activities and infu se the peace values
seamlessly as a compliment to the context of the lesson. Teacher can
introduce concepts related with war, peace, violence, non -violence into the
existing lessons with this infusion approach. Thus Universal peace values
can be spread thr ough various subjects and positive attitude towards peace
culture can be developed among learners effectively. There should be co -
relation between various subjects and also, all the values should be
interrelated and should not be viewed in isolation from e ach other. In this
way, Peace education can be woven into the content of the formal
subjects. Let us discuss them.
Language
Language as a subject offers various opportunities to use different
activities during teaching learning process while developing lea rners’
basic language skills such as listening, speaking, reading and writing.
Language teachers can act as peace teachers and promote an
understanding of peace and language of non -violence along with
development of language acquisition skills. The followi ng activities can
make language learning more interesting and joyful.
1. Drama/Role Play on war or peace themes.
2. Creative writings such as Scripts, Play about the experiences of
war, conflicts or any peace related topic. munotes.in
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51 3. Co-operative Story Writing
4. Debates
5. Writing books
6. Imagination trips
Such activities increase the live participation of the students. It stimulates
their imagination and creativity. Appreciation and enjoyment of literature
helps the emotional development of the students, brings in affective
domain in the learning. Stories, Drama etc. are very effective tools in
language learning. Through reflective conversation, appreciation sessions
etc. the capabilities of language as a subject are developed along with
inculcation of peace values.
Social Scie nces
Social Science subjects such as History, Geography, Economics provide
scope to enable students to explore world peace.
In History curriculum, historical knowledge and understanding can be
used for learning about experiences of wars, armed conflicts, i mpact of
defense budget on different communities, economic growth and resource
distribution throughout the world, need for sustainable development,
protection of environment, inequalities in wealth and income distribution,
many peace treaties, role of peac emakers and peace movements for non -
violence in the past and present etc. Similarly, Geographical skills of using
and interpreting sources can help develop awareness and meaning from
different perspectives, how environmental pollution, under development,
natural resources, migrations etc. are connected with conflict and war.
Deeper understanding of these issues would help develop the global
awareness, respect for diversity and to be a global citizen. In this way,
social science subjects can empower students with conflict resolution
skills, co -operation, understanding, using the principles of gender equality,
human rights and justice while building sustainable community.
Various methods such as role plays, process drama, group discussion,
debates can make th e learning of social studies more interesting and lively.
Different projects can be given under this subject related to peace
building. For example;
1. Presentation of global news in morning assembly
2. Organising exhibitions on world heritage and other importan t themes
3. Visiting historical/archaeological/geographical sites
4. Conducting community surveys on themes related to community
5. Publishing magazine/newsletter on current issues
6. Organising campaigns to raise awareness on social issues like
environment
It would h elp students to practice peace skills related to various core
values such as compassion, empathy, critical thinking, decisions making.
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52 Mathematics
While teaching traditional curricula of mathematics, it can be related to
peace education in many ways. Vari ous topics such as equity, distribution
of wealth, economic development, expenditures on education vs military,
pollution, environmental responsibility etc. can be incorporated while
teaching mathematics concepts. To raise awareness on national and global
issues different assignments, exercises, concrete activities can be used. For
example, calculations of percentage and ratio of population growth, infant
mortality, unemployment, life expectancy etc. It can broaden the students’
world view. While teaching g raphs, charts relationships of our country
with other countries in related topic can be displayed. Problem solving
method can be effectively used to prepare the students to face the real life
challenges, engage them in service to society, develop their cr eative and
critical thinking skills, develop deep concern for our environment and
make them aware of connections between math and culture.
Science
The Science teacher can connect the basic concepts of science to everyday
life and can promote the environme ntal awareness and ecological thinking.
Environmental science subject may include topics such as climate change,
global warming, greenhouse effect, water -air-land pollution, nuclear waste
and its management, deforestation, landmines and its ecological impa ct
etc. A study on the effects of war on the environment would increase their
awareness towards need to achieve environmental sustainability ensuring
the wellbeing of all human beings. The processes of obtaining, analysing
and evaluating evidences and maki ng predictions in the science can
develop social skills for peace and global citizenship. A discussion on
nuclear technology would provide the students an opportunity to examine
the ethics of scientific research. Appropriate teaching method should be
used to make them understand the use of nuclear weapons and its effects
on earth and living beings. Every lesson should be planned to nurture the
scientific attitude, caring and positive attitude towards environment. Thus
themes of peace and justice can be inf used in every content of the science
subject.
Art & Craft
Art and Craft is very powerful medium of peace which can be used
effectively to inculcate peace values and build peace vision among
learners. It can include various art forms such music, dance, dram a,
drawing & painting, sculpture, architecture, literary art, bamboo work,
origami, wood work etc. The list is endless, one needs to explore it.Using
various art forms such as music, dance, drama etc. while teaching will
strengthen interreligious and inte rcultural co -operation amongst the
students. When children sing patriotic songs in unison, it instills a feeling
of belonging and creates a strong feeling of being a part of a unified
group, an essential skill for peace building. All creative activities su ch as
art exhibition, street play, poster making, musical programs, dance shows,
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Education in Curriculum
53 and linked to peace -building conceptssuch as Peaceful world of my
dreams, Sustainable development for G reen world, Multicultural society,
Peace and War, Mother Nature, Unity in diversity etc. Students can be
encouraged to do some specific projects which highlights the need of
peaceful community. Such kind of activities and projects gives
opportunities to st udents and tap their talents. The concepts of beauty,
creativity, rhythm and harmony can be skillfully woven into the
curriculum. It increases their self -confidence, social tolerance, persistence,
appreciation of individual and group social development and helps them to
respect the diversity of views and follow the path of humanism.
Subjective Perspectives
Subjects in a school curriculum should satisfy the cognitive, affective &
psychomotor domain needs of the students and provide the opportunities
for the ir self -development. We need to provide them a good philosophy of
life. We need to help children build a peaceful vision.
A subject is not learned merely for the subject’s sake. It has to be
interpreted in such a manner so that learner’s cognitive, emotion al, social
and moral development takes place.The teacher humanises the subjects by
bringing human perspectives into the learning.The lesson can become
more interesting and appealing when the positive feelings and emotions
are brought into the lessons of va rious subjects. Teacher can
discusshappiness, empathy, friendship, responsible decision -making,
conflict resolution and peaceful living with children .Various activities
with child -centred approach should be adopted to promote an open
atmosphere for creati ve and divergent thinking.Peace -building activities,
self-development activities, history of civilization, harmony among all
religions, awareness of ecological balance and sustainable development
and self -discipline activities can be integrated as hidden a ctivities of all
subject matter. A conducive co -operative climate in the classroom will
ensure thepath towards building a culture of peace.
4.3 METHODS OF TEACHING
We discussed how peace can be infused in various subjects skilfully and
content can becom e meaningful. It is equally important how this content is
taught. What is taught and how it is taught are equally important in
teaching -learning process. Hence a good teacher always adopts child -
centredapproach and use various techniques and methods of tea ching to
make learning more enjoyable and longer lasting. Along with imparting
necessary subject knowledge it develops social skills, moral values,
attitudes and learning skills among children. The various methods of
teaching are discussed below. These met hods can be used deliberately to
impart knowledge of peace related concepts and develops the attitude and
skills required for peace -building in the society.
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54 1. Cooperative Learning:
It is a teaching strategy in which small groups use various learning
activ ities to improve their understanding of a subject. According to the
Johnson & Johnson model, Co-operative learning is instruction that
involves students working in teams to accomplish a common goal,
under conditions that include the following elements :
1. Positive interdependence. Team members are obliged to rely on one
another to achieve the goal.If any team members fail to do their part,
everyone suffers consequences.
2. Individual accountability. All students in a group are held accountable
for doing thei r share ofthe work and for mastery of all of the material to be
learned.
3. Face -to-face interaction. Although some of the group work may be
parcelled out anddone individually, some must be done interactively, with
group members providing one anotherwith f eedback, challenging
reasoning and conclusions, and most importantly, teachingand
encouraging one another.
4. Appropriate use of collaborative skills. Students are encouraged and
helped to develop andpractice trust -building, leadership, decision -making,
communication, and conflict managementskills.
5. Group processing. Team members set group goals, periodically assess
what they are doing wellas a team, and identify changes they will make to
function more effectively in the future.
When these elements are pr esent, the learning qualifies as co -operative
learning.
Thus, it is a learning through co -operative process, where students help
each other to learn in a controlled manner. Students are given a task and
they work together to accomplish this task. Each indi vidual has
responsibilities and is held accountable for aiding in the completion of the
assignment; therefore, success is dependent on the work of everyone in the
group.Teacher’s role here is of a mentor who guides and advise the
students wherever needed. The main aim is to facilitate knowledge,
develop attitudes and skills through co -operative learning. It gives an
opportunity for students to engage in discussion about various cultures of
our country, understand and accept different perceptions, values,
beliefsthat people may have and develop effective working relationship. It
increases their problem -solving skill and prepares them to face the
challenges in real life. It develops their procedural competencies and
values required to maintain peace within the mselves, among individuals,
among groups and among countries and societies. Thus, catering to
individual peace, interpersonal peace, inter -group peace and international
peace.
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55 2. Storytelling:
Stories are a part of our tradition. As children, we learn ab out our
traditions, cultures, religion when we listen stories from our parents.
Storytelling is an art. It can be a powerful tool for building peace.
Teachers can use it as a method of teaching in a unique and innovative
way, as per the need of the studen ts and the context of the content. They
can use oral storytelling or ask students to write their stories or a whole
class or a group can create story in innovative ways using their wild
imagination. In a group activity each student can share his experience
about a particular event/incident/trauma etc. It can help those who have
experienced discrimination, violence etc. to express their feelings, tell
their stories and be heard by others. In literary classes it can encourage
participants in learning to read and write about issues which are important
to them and gaining experiences to take action in their lives. It can be
useful in raising awareness about sensitive issues like gender inequality,
discrimination, civic education, peace, conflict, displacement e tc. Peace
stories can give voice to peace, love, compassion, forgiveness, hope. It’s a
powerful tool for facilitating the change among younger generation.
As a method of teaching, it should be an enjoyable learning process;
creating positive classroom cli mate, giving enriching learning experiences
to learners and help foster changes in their behaviours and thinking.
Children’s imagination should be effectively channelized towards
developing more peaceful world.
3. Group Discussion:
Discussion is a strategy u sed in the classroom toenable the individual
student’s voice to be heard. It can be used as a group activity for teaching
peace related concepts where participation of the group and their
engagement in the activity is essential. The class can be divided i n small
groups and discussion about various peace related topics can be
conducted, such as
1. Meaning of Peace
2. How to develop Culture of Peace in school, communities?
3. Multicultural society and its benefits.
4. Conflict resolutions strategies in sc hools, family, community.
5. Why is government necessary?
Students should be asked to brainstorm about such problems with each
other in a group. Each group should have a representative. Once they
brainstorm amongst themselves, representatives can record the group ideas
and share them with other group members in the class. Participation of
each group member, exchange of their ideas with other groups and
analysing the ideas of each group should be encouraged. It should be a
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56 conclusion that the groups found after discussion. The main purpose of
group discussion is to arrive at a common conclusion about the problem.
The teachers additionally can discuss various other related issues and pose
questions to students, invite students to share their ideas, reflect critically
and how these ideas can be practically applied in real life situations.
4. Service Learning:
In service learning students are involved in real life settings where they
apply their academic knowledge to perform the task in real life situations.
They grow in their understanding of how their skills and knowledge may
be directly applied to solve the problems in the world of work which they
would enter soon.
Service learning
Links serv ice and academic learning
Provides concrete opportunities to students to learn new skills such
as interpersonal skills, decision making skills, problem -solving skills
etc. and think critically
Improves their skills of participation, team building and takin g
initiative with creativity and discipline
Encourages students to perform service to contribute to the
community
Involves preparation for and reflection on service as an essential
element and preparation of planning from earlier stages
Helps to grow stude nts in their self -esteem and confidence as they
identify the needs of the community and practically apply the
solution
Promotes understanding of diversity and mutual respect among all
participants and helps to gain understanding of multiple perspectives.
It is an effective teaching and learning strategy which is often linked to
school and college courses. For example, a vocational education course
might include apprenticeships, internships, cooperative learning
experiences, work experiences, or other hands -on learning applications, in
addition to learning in the classroom about the different vocations. In
many schools; clubs, organisations and teams perform service as an
ongoing activity such as food drives, toy collection, environment drive etc.
Internships in the schools by pre -service teachers is also an example of
how would be teachers get hands -on experience of school environment
and can practically apply their knowledge of teaching -learning methods in
the classroom to improve their teaching skills.
5. Peer Teaching:
Peer teaching takes place when students share their knowledge,
understanding, ideas, experiences among own peers. This technique can be
used in the classroom by creating small groups. The teacher can select
peace related topics and give the over view of the topic to students, give
them specific task to complete within some time limit. The topics such as munotes.in
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57 influence of social media, films on increasing level of violence among
children, contributions of peacemakers around the world towards peace
etc. can be taught by the students to their own peers. Once the group has
mastered the topic within given time limit, the presenter of the group has
to share their understanding of the topic with the class.Both the peers and
the other students get benefit fro m peer teaching. It gives them an
opportunity to develop awareness and understanding of various social
issues and helps them to develop social responsibility.
6. Experiential Teaching
It is a child -centred approach which uses activity -based learning, also
known as ‘learning by doing’.When teacher uses various participatory
activities, children discover the knowledge for themselves. Teacher has to
select an interesting activity to teach a certain concept, values and attitudes
relevant to the lesson concerned, a s per the ability and age of the students.
Activity selected should be well planned and structured, should give
meaningful experience to students, appropriate to the level of students, can
be like a game activity which is challenging and inspires self -
deve lopment.
During the experiential activity student goes through the cycle of
Experiential Learning:
Concrete experience (doing the activity) – Reflection (analysing and
reflecting on the experience) – Conceptualisation and generalisation
(relating the expe rience to the real world) – Application (using what was
learned in different situation).
Once the activity is completed, the students reflect on it in the classroom.
The teacher should facilitate reflection by asking them relevant questions
such as 1. Wha t did you do? 2. How did you proceed? 3. How do you
feel? What do you think after doing the activity?
During this discussion, students develop the understanding of the
concepts, arrive at the conclusions from their findings and tries to apply
this new kno wledge in new situation in real life. Students get engaged in
hands -on activity and it awakens their curiosity and intelligence. It
enhances their team work, social skills, peer relations and other concepts
related to peace building.
7. Brainstorming
It is an effective technique used to generate many ideas on a particular
issue and then determine which idea is best suited for solving the
particular issue. Teacher can conduct a brainstorming session in the class
every week to generate fresh and unique ideas for solving the problems
creatively. Teachers need to guide the session effectively, encourage
student participation and need to write down the ideas during the session.
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58 The steps of Brainstorming technique are;
1. Identify the problem : In this first phase a well-definedand creative
challenge is identified. Posing challenges as open -ended questions
helps to generate specific ideas for specific challenges.
2. Consolidation phase : Once the brainstorming starts, students give
various ideas/solutions to the problem which are written down by the
facilitator on board so that all can see. Students develop a better
understanding of the issue as they share the meaning behind their
ideas. One large idea emerges by merging the various ideas into one.
3. Assessment phase :The s tudents should be made to draw the mind map
after refining the problem. The problem is analysed in the context of
its causes, consequences and impact. Solution to the problem is find
out. During the process the problem is explored in depth and human
values are cultivated and sustained.
8. Inquiry Based Learning
In this method students are made to be engaged with core contemporary
issues by asking critical questions and making them participate actively in
the community. Thus, dialogue and reflection transfor ms the perception of
the students towards themselves, society and the world. In this method, the
students are made to learn to respect the others point of view, share their
opinion in respectful way, be confident and resolve the conflict
dialogically. Thei r ability to ask critical questions and active listening
enhances. They experience the cultural diversity and many perspectives
towards it, they come across a range of thoughts and learn the conflict
management skills. Teachers can ask students to answer t he following
questions like;
What is community? What constitutes a community? What are the
strengths and weaknesses of a community? How do they resolve conflict?
What are the examples of conflict and peace building in my community?
How do they justify vio lence? What are the alternatives?
In this way reflective practices and dialogue enhances students ability to
ask questions, they participate actively with their communities in the
classroom and make them aware of the contemporary issues in the society.
9. Role Play
It involves imagined situation in which various characters are present and
the roles of these characters are played by the students. The teacher sets
the scene relevant to the lesson and invites the students to play the
characters in the scene and perform them. It can be extempore scene or
dialogues are well -prepared, rehearsed and then performed. It can be
adapted easily in a variety of classroom situations. The process of the role
play allows students to introspect their own values, attitudes and
perceptions, develop their communication and problem -solving skills and munotes.in
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59 attitudes and explore the subject matter in detail. It allows students to act
upon, experience and gain further insight into problem -solving situations.
In the context of peace educat ion, students can play the roles of peace
heroes such as Gandhiji, Martin Luther Kind, Mother Teresa and many
others who have contributed significantly to maintain peace in the society.
These roles can be effectively used to play a drama on related topic.
Students can also be divided into two groups representing two different
nations in conflict and roles of different ministers in both the nations can
be played by the students to understand the conflict between these nations,
the cause of terrorism and can offer advice to the governments to avoid
participation in terrorism. Role play activity must be followed by
reflection and discussion. Thus role play reflects a learning approach that
encourages social interaction in the classroom.
10. Dialogues
Dialogue c reates a shared space where students can come together through
discussion. It is a two -way communication where each student voices his
own opinion/views and searches for the truth and new meaning in a
mutually acceptable discussion process. Today’s world i s full of conflicts
and challenges, hence to prepare young generation to face these challenges
successfully, the school must equip them with related skills and values,
such as co -operation, problem solving and make use of dialogue, critical
thinking and cr eative planning skills so that they can practice productive
ways of addressing the tensions/conflicts.
Various problems can be taken for dialogue such as How can Indian
Democracy be improved? Does diversity in community affects peace
process? Why world is divided into nations? Opportunities should be
provided to students through dialogues to explore on various peace related
issues such as human rights and citizenship, tolerance, peace, respect for
diversity, conflict resolution etc. Cross -Cultural dialogu e circle activity
can be conducted in the classroom which will help them to understand the
root cause of the problem and they can work upon themselves to find a
solution to the same. It promotes the bonds of friendship, build empathy,
and decision making s kills. It promotes values such as self -respect,
respect for others, tolerance, self -expression and active listening.
10. Energizer
Energizers are used to take a break from activity or to begin a new
activity. In a classroom, many times, teachers find that ch ildren are
restless or become bore or have low energy. In such cases to arouse
energy, teachers use energisers. They are physical game like activities to
release students’ stress and boredom. They are also known as motivational
activities as they boost chi ldren’s brain for new activity. Teachers give one
or two energisers and then continues the lesson again or starts new lesson.
Some examples are;
Ball toss brainstorming: -The teacher discloses the name of the topic in
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60 something related to the topic. Thus teacher toss the ball after conducting
a lesson and before moving to next, students can review the topic through
this game.
Fruit Salad :- Children sit in a circle on chairs. One parti cipant is asked to
come in the middle and his chair is remove. The child in the middle then
calls out one of the fruits name. Those who have called out the name of
that fruit, exchange their seats quickly. Meanwhile participant in the
middle runs and grabs an empty chair to sit. As a result, someone doesn’t
get a chair to sit on and he becomes the next leader and game continues.
It’s like a musical chair game. Different variations can be done in the
game such as calling out two names at a time, when leader says fruit salad,
all the children have to change their seats and so on.
4.4 CURRICULAR AND CO -CURRICULAR
ACTIVITIES
In today’s world of challenges, curricular and co -curricular activities give
wide range of experiences to the students and prepares them b etter for the
future.
Curricular activities are the part of the subject and content related. There
are regular subjects taught in the school/colleges such as Science, Maths,
Languages, Social studies, Commerce etc. Any activities given to children
in conte xt of these subjects and its content, they are curricular activities
such as assignments, projects etc. Along with it some additional activities
can also be given to students which includes practical or extended reading
with reference to the same content a nd subject context. It also comes
under curricular activity. It broadens their subject knowledge and
understanding.
Co-curricular activity is out of class activity to achieve the goals of the
formal subject leaning. It provides curriculum related learnin g and
character building experiences. It prepares students practically for future.
It provides opportunities for the students to work in teams, to take
initiatives and leaderships. Various co -curricular activities such as Sports
and Games, Assembly, Club a ctivities, Cultural Meets, Uniformed groups
etc. can be conducted and peace related programs can be integrated with
them. The list of co -curricular activities is endless. As per the need of the
students, the school and the subject, many activities can be a dapted
creatively and peace education programs can be implemented
successfully. Some co -curricular activities are discussed below in brief;
Sports and Games: Sports and Games foster the spirit of co -operation,
team spirit and provide the opportunity to expe rience sharing and caring
behaviour.It helps children to break the barriers and make them learn
sportsmanship spirit, get away from distrust and hatred, thus making them
ambassador of peace.
Assembly: Assembly includes various interactive activities, stor y, drama
followed by prayer and reflection. They can be used to educate the munotes.in
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61 students about the current peace related issues and how to face
constructively. It helps in developing healthy relationship, self -discipline,
self-confidence, leadership and apprec iate the cultural diversity.
Club Activities: Along with curricular activities various types of clubs
such as Social club, language club, science club organise various
informative activities in the school. Peace clubs can be introduced to
conduct activities which can introduce elements of conflict transformation
and peace building with emphasis on non -violent options while dealing
with conflict.
Cultural Meets: Cultural meets organise music, dance, drama and many
more performing arts. It strengthens inter -religious and inter cultural
cooperation, respecting the diversity of view and follow the path of
humanism.
Uniformed groups: The major groups include National Cadet Corps
(NCC), National Social Service Scheme (NSS), Scouts and Guides.A
range of activities o utside the classroom are conducted by these groups
which promotes skill development, training for life skills, leadership
qualities, democratic outlook, social and civic responsibility. It develops
them into responsible global citizen capable of facing the challenges of
new world and making it healthier and peaceful.
4.5 SUMMARY
This unit explores ways of integrating peace values into the school
curriculum and the various practices that can make educational institutions
as place of peace. It discusses about the core subjects like language, social
science, mathematics, science, art and craft etc. that can be used to infuse
peace values and peace education can be woven into the formal subjects. It
has introduced various methods of teaching that can be used del iberately
to impart knowledge of peace related concepts and develop the attitude
and skills required for peace -building in the society. The unit also
emphasizes on using various curricular and co -curricular activities to give
reach learning experiences ess ential for peace building.
4.6 UNIT END EXERCISE
Q.1 Illustrate how would you integrate peace values at subject context
level with respect to any two subjects.
Q.2 What is Co -operative Learning method of teaching? What values and
skills can be developed am ong students by using cooperative learning
method?
Q.3 How is Service Learning useful in applying academic knowledge in
real life situation? Illustrate with Example.
Q.4 Explain any two participatory methods of teaching for developing
values of peace among learners? munotes.in
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62 Q.5 Curricular and Co -curricular activities are useful in implementing the
peace education program in schools. Justify.
Q.6 Art and Craft can be used creatively to inculcate peace values. Explain
with relevant examples.
4.7 REFERENCES
Integrati ng Literacy and Peacebuilding: A guide for trainers and
facilitators. Sam Doe, Juliet McCaffery& Katy Newell -
Jones.Education for Development, 2004. Available online:
www.balid.org.uk/literacy.htm
STORYTE LLING: A tool for promoting peace and literacy
Available online : https://www.feedtheminds.org › uploads › 2014/09
Balasooriya, A.S. (2001), Learning the way of Peace. A teacher’s
guide to peace Education, UNESCO, New Delhi.
Subramanian, D. (2016). Teach ing-Learning Approaches and
Strategies in Peace Education. IRA International Journal of Education
and Multidisciplinary Studies (ISSN 2455 –2526), 3(3).
doi:http://dx.doi.org/10.21013/jems.v3.n3.p9
https://www.pupilstutor.com/2021/11/what -is-the-best-way-to-include -
peace -in-the-curriculum.html
Nikola Balvin, Daniel Christie, Children and Peace from Research to
Action, Department of Psychology Ohi o State University Delaware,
OH, USA ISSN 2197 -5787 (electronic) https://doi.org/10.1007/978 -3-
030-22176 -8
Johnson, D.W. and Johnson, R.T. (2002). Peace Education in the
Classroom: Creating Effective Peace Education Programs. Journal of
Research in Education, 12(1).
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63 5
THEORIES, MODELS AND CULTURE OF
PEACE
Unit Structure
5.0 Objectives
5.1 Introduction
5.2 Peace Theories: Healthy Relationship and Connections Theory,
Individual Change
Theory
5.3 Models of Peace Education: Flower Petal Model, Integrated Model
5.4 Culture of Peace: Concept, Achievement of Culture of Peace, Building
blocks of Peace Culture, Building Culture of Peace through curricular
and co -curricular activities
5.4.1 Culture of Peace: Concept
5.4.2 Achievement of Culture of Peace
5.4.3 Building bl ocks of Peace Culture
5.4.4 Building Culture of Peace through Curricular and Co -curricular
activities
5.5 Summary
5.6 Unit End Exercise
5.7 References
5.0 OBJECTIVES
After reading this unit you will be able to;
Develop an understanding of various peace th eories
Explain the flower Petal Model of Peace Education
Explain the Integrated Model of Peace Education
Define the concept of Culture of Peace
Discuss the achievement of Culture of Peace
Gain an insight into the building blocks of Culture of Peace
5.1 I NTRODUCTION
If culture implies way of life, then culture of peace is peaceful way of
living. But what we experience is the peacelessness in the society. The munotes.in
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64 greatest challenge is developing a culture of peace where all people can
live in harmony with each other. Various frameworks have been
developed to define the culture of peace which includes Flower Petal
Model and Integrated Model of Peace education. These frameworks are
holistic and comprehensive and can be used in combination to achieve
culture of pea ce depending on the context and its relevance. The
transformative change of individuals in their behaviour, attitude and skills
is essential to bring a social change in the society. We all need to work
towards it. Conflicts in the society can be resolved with healthy
relationship with each other. Strong relationships and connections are
necessary ingredients for building a culture of peace. Let us discuss some
of the important theories and models of peace education, meaning of
Culture of Peace and its buil ding blocks.
5.2 PEACE THEORIES: HEALTHY RELATIONSHIP
AND CONNECTIONS THEORY, INDIVIDUAL
CHANGE THEORY
Healthy Relationship and Connections Theory
Every community has its own culture, beliefs, perceptions and prejudices.
When diverse community members come together many a times conflict
arises. Conflict may arise between communities, between societies or
between the state or the ordinary people. It may lead to isolation, prejudice
and stereotypes between/among groups. Relationships are strained.
Violent con flicts may increase. It affects everyone.In war affected zones,
children cannot go to schools, people cannot access healthcare facilities,
work gets affected, development of the society is hampered leading to
increased poverty. It results into more conflic ts and vicious cycle
continues. It is essential to put an end to the cycles of violence and invest
in peace -building through healthy relationship. Peace -building helps in
addressing the causes of conflict, helps people to resolve the conflict
peacefully an d prevent the future violence. Transformation of
relationships is the key to end violence and form the peaceful society. It is
a long -term process of encouraging people to talk and repair their
relationships. It is very important to involve everyone affec ted by the
destructive conflict in the process of building peace. It is essential to
understand why people are fighting in the first place and then dealing with
it and finding the ways of moving things ahead. Strong relationships are
necessary ingredient f or peace -building.
Healthy relationship and Connections theory says that when members of
diverse communities get engaged in a confidential and honest relationship
between each other, prejudices, mistrust and ignorance can be replaced by
empathy, understan ding and respect. It requires practical actions as per the
need of the hour. Different groups can be brought together to discuss the
issues of conflict or with the help of films, media etc. people can be helped
to understand the perceptions of others. A su pport can be provided to
negotiation process between the government and the armed groups or
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65 built when stereotypes between the groups are broken and they work
together. Creating conn ections between different groups is the key for
peace -building. Most importantly, it must be ensured that people directly
affected by conflict are involved in taking initiatives for conflict -
resolution process. Collaborating with others means learning from diverse
perspectives and real experiences. It helps in understanding the factors that
cause and sustain conflicts. Prejudice against each other can get
transformed in empathy and respect for each other. With continuous
dialogue it is possible to transfor m conflicting societies into more peaceful
societies. Developing trusted relationships and networks is vital. Various
methods can be used for developing healthy relationships which include
processes of inter -group dialogue, relationship building processes , joint
efforts and practical programs on substantive problems. It develops their
skills and equip them to take part in peace processes. Their initiatives can
lead to take action in policy making and bringing desired change in the
society. Peace emerges ou t of a process of breaking down isolation,
polarisation, division, prejudice and stereotypes between/among groups.
Individual Change Theory
Theory of change is a set of beliefs about how change happens and, as
such, it explains why and how certain actions will produce the desired
changes in a given context, at a given time.
A theory of change explains why we think certain actions will produce
desired change in a given context.
In their simplest form, Theories of change are expressed in the following
form:
‘If we do X(action), then we will produce Y (change/shift towards peace,
justice, security)’ or
‘We believe that by doing X (action) successfully, we will produce Y
(movement towards a desired goal)’ But it is not always that theory of
change is express ed in this simple form.It might be expressed as:
‘If we do X, Y and Z, it will lead to W’, or
‘If we do X, it will lead to Y, which will lead to Z, which might
possibly lead to W’.
It is often helpful and clarifying to extend the statement a bit further by
adding at least some of the rationale or logic in a “because” phrase.
This then produces the formula: ‘If we do X…, then Y..., because Z….’
A practical formula for articulating a theory of change is as following:
If x [activity],
then y [expected change],
because z [rationale - why do you think this change will happen?] munotes.in
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66 Thus, a theory of change is an articulation of our assumptions; why or how
we believe that certain strategies/objectives will result in a declared goal
or vision. For example, one t heory of change for a post -war programme
aimed at healing school children, through training them in skills for non -
violent conflict resolution, might be as follows:
If (activity) children in this school are given individual treatment for
trauma recovery,
Then (change), they will develop increased ability to control their
emotions and will not act against others;
Because (rationale) activities/strategies will have helped them begin to
heal from the psychological wounds of war and reduce their overall fear
and sense of vulnerability at school.
This theory states that peace comes through transformative change of
individual in their behaviour, political beliefs, attitudes and skills. Peace
knowledge will be multiplied like a snowball effect, causing social change
on a wider scale. When an individual changes, society changes, bringing
change in the whole world. The welfare of the individual is bound up with
the welfare of the society as a whole.
Theories of change operate on different level. Some theories focus on
who needs to change: which individual and groups in the society or which
relationships need to change. Some theories focus on what needs to be
change: an institution, a policy or a social norm. Other theories are tied to
a particular methodology or approa ch by which the change can happen.
Many times intervention programmes are planned to address the issues
like peace, justice and security and they are often based on approaches and
tactics that are rooted in implicit theories of change. While designing
interventions, it is very important to make these theories explicit. They
need to be very clear as what will happen as a result of the activities that
would be undertaken and how that will lead to achieve their goal and their
desired impact on peace.
5.3 MODE LS OF PEACE EDUCATION: FLOWER
PETAL MODEL, INTEGRATED MODEL
The Flower -Petal Model of Peace Education
The flower Petal Model as shown in the following figure was developed
by Swee -Hin Toh and Virginia Cawagas in 2002. This model is known for
promotion of c ulture of peace and is used for developing peace education
programs all over the world wherever there is conflict.
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67
Flower Petal Model of Peace Education (Toh& Cawagas, 2002)
At the centre of this flower model is ‘Culture of Peace’ and it has six
petals as 1. Dismantling the culture of war 2. Living with justice and
compassion 3. Building cultural respect, reconciliation and solidarity 4.
Promoting human rights and responsibilities 5. Living in harmony with the
Earth 6. Cultivating Inner peace
The Culture of Peace at the centre of this model is defined as:
“A set of values, attitudes, traditions, modes of behaviour and ways of
life, based on respect for life, ending of violence, and promotion and
practice of non -violence through education, dialogue, and
cooperation…...promotion of all human rights and fundamental
freedoms…... commitment to peaceful settlements of
conflicts…..efforts to meet the developmental and environmental
needs of present and future generations… respect for and promotion
of equal right s and opportunities for women and men” (UN 1998, np).
The petals of this flower model are pathways to a culture of peace, which
are discussed below:
1. Dismantling the culture of war : This petal explains that if we want
peace at international level, it is essential to abolish war at all levels. The
culture of war should be dismantled at International as well as micro levels
such as schools and communities. The attitudes and values of non -
violence should be developed at these micro levels and conflicts shoul d be
resolved non -violently, at the same time it expects disarmament at
international level.
2. Living with justice and compassion: It emphasises justice and
compassion in life.
3. Building cultural respect, reconciliation and solidarity: It is essential
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68 peace education. One should respect the cultural diversity in the society,
appreciate them and embrace it with inclusion.
4. Promoting human rights and responsibilities: It promotes g lobal
citizenship and respect human rights. Cawagas and Swee -Hin stated that
there are five major types of human rights; civil, political, economic,
social and cultural. Human rights should be promoted parallel with
developing people’s consciousness of res ponsibilities. It is intended to
enable all students to realise their human rights.
5. Living in harmony with the Earth: It highlights the need for
harmonious relationship with the mother Earth for sustainable
development. It emphasizes environmental educat ion which can make
them realise that environmental destruction adversely affects human life
and educate people to lead a simple life and live in harmony with natural
environment.
6. Cultivating Inner peace: Inclusion of inner peace as a pathway to
culture o f peace is an important addition of this model. It emphasises the
intrapersonal relations. One should be in harmony with one’s own
emotions.
The six themes are interrelated and studied together as a holistic vision of
peace. When we teach for peace, we op en up the pathways to achieve
peace. Each pathway, in this framework, addresses a specific root cause
of conflict. The root causes of conflict addressed in this framework are
militarism , structural violence, human rights violations, cultural violence,
environmental destruction, and personal peacelessness.
This model is a conceptual framework which takes multidimensional
approach for peace education and addresses the conflicts in the society.
The Integrated Model of Peace Education
The Integrated Model of P eace Education, was developed by United
Nation’s University of Peace and Central American government during
the first phase of the Culture of Peace and Democracy Programs from
1994 to 1996. It emphasizes ‘a spirit of community’, as a core value for
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69
The Integral Model of Peace Education. Source: (Brenes -Castro, 2004)
As seen in the diagram, it is a mandala - shaped, person -centered
framework which incorporates the contexts of peace with oneself, with
others and with nature, at ethical, mental, emoti onal and action levels
(Brenes, 2004). It is our relationship with others and nature that helps for
self-realisation and sustain us. This model emphasizes the importance of
personal or inner peace, with respect to the body, heart and mind and also
include s social and political participation, democratic participation and a
culture of democracy. The Integral Model of Peace Education stresses that
all beings are interdependent and they need each other and therefore must
co-exist together.
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70 5.4 CULTURE OF PEACE : CONCEPT,
ACHIEVEMENT OF CULTURE OF PEACE,
BUILDING BLOCKS OF PEACE CULTURE,
BUILDING CULTURE OF PEACE THROUGH
CURRICULAR AND CO -CURRICULAR
ACTIVITIES
5.4.1 Culture of Peace: Concept
The term ‘culture of peace’ was developed from the work of the Pe ruvian
Jesuit scholar Father Felipe MacGregor in his 1987 book “Cultura de
Paz”. It was first heard at the UNESCO conference entitled ‘International
Congress on Peace in the Minds of Men ’ held in Côte d ’Ivoire in 1989. At
this UNESCO conference, the clos ing declaration called for the instigation
of wide -ranging initiatives that would ＂...help construct a new vision of
peace by developing a peace culture based on the universal values of
respect for life, liberty, justice, solidarity, tolerance, human rights and
equality between men and women.(Adams,2003)
The General Assembly of the Unite d Nations that proclaimed the years
2001 -2010 the International decade for a Culture of Peace and Non -
violence for the children of the world, defines a Culture of Peace as “All
the values, attitudes and forms of behaviours that reflect respect for
life, fo r human dignity and for all human rights, the rejection of
violence in all its forms and commitment to the principles of freedom,
justice, solidarity, tolerance and understanding between people.” (UN
Resolution 53/25)
As per Article 3 of the Draft Declarat ion on a Culture of Peace, a Culture
of Peace aims at:
Transforming values, attitudes and behaviours to those who promote a
Culture of Peace and Non -violence;
Empowering people at all levels with skills of dialogue, mediation,
consensus -building;
Overcomin g authoritarian structures, and exploitation through
democratic participation and the empowerment of people to fully
participate in the development process;
Eliminating poverty and sharp inequalities within and between the
nations, and promoting participat ory, sustainable human development;
The political and economic empowerment of women and their equal
representation at every level of decision -making;
Supporting the free flow of information and widening transparency
and accountability in governance and in economic and social decision -
making;
Advancing understanding, tolerance and solidarity among all people
and there by celebrating cultural diversity. Each nation, being rich in
traditions and values, has much to gain from the promotion of a
Culture of Peac e. munotes.in
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71 Culture of peace integrates both positive and negative peace and involves
transformation of society from culture of war to culture of peace. It is
constantly evolving process of non -violence and justice as against culture
of war where violence and injus tice is prominent. This process does not
mean that there will not be any conflict. In diverse community it is natural.
But when conflict is handled violently, it becomes problematic.
Alternatively, when conflicts are resolved using creative solutions, it
improves our lives leading to peaceful culture.
5.4.2 Achievement of Culture of Peace
Hague Appeal for Peace Global Campaign for Peace -education, highlights
the need for instructing systematic education for peace. “A culture of
peace will be achieved when c itizens of the world understand global
problems, have the skills to resolve conflicts and struggle for justice non -
violently, live by international standards of human rights and equity,
appreciate cultural diversity, and respect the Earth and each other.”
We need to create a culture of peace in the minds of the learners. In this
sense, we need to prepare our students systematically with effective
implementation of peace education in the curriculum. It is gateway that
takes them to avenues of learning. It would prepare them for the following
Understand global problems: The systematic education for peace will
help students understand the global problem, implications of global
interdependence and will broaden their world vision to prepare them for
taking glo bal responsibility and become a global citizen.
Skills to resolve conflicts: The culture of peace through education
will develop preferred values and skills which are conducive to peace. It
will help them resolve conflicts through non -violent processand mo ve
towards a more peaceful system.
Live by International Standards of Human Rights and Equity: It
involves respecting the dignity of each human being without
discrimination or prejudice. It makes students aware that to resolve
conflicts it is essential th at all should work together towards it, respect the
standards of justice, satisfy basic needs and honour basic human rights.
Appreciate Cultural Diversity: Education for peace would enable
students to appreciate the differences, accept the cultural divers ity,
develop empathy for others and the necessary skills for building healthy
relationships.
Respect the Earth and each other: Mother earth is cradle of human
civilisation. We must respect her and all others in the world. Learners
should be trained to mak e peace with nature by making them aware that
environmental and ecological degradation, exploitation of any kind should
be stopped. We must live in harmony with natural environment and
mother nature. munotes.in
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72 Creating a culture of peace is necessary for building a non-violent and just
society which is essential for survival of human beings.
5.4.3 Building blocks of Peace Culture
Acquiring skills and values is a must for developing new attitudes and
exhibit it in our behaviour which will facilitate in developing a culture of
peace. Thus values and attitudes and skills are building blocks of Peace
culture. Peace related values and attitudes need to be inculcated among
learners and required skills need to be developed which are conducive to
peaceful culture.
NCERT’s Position Paper on Education for Peace (2006) has outlined
the values and skills of Education for peace, essential for promoting
culture of peace, which are given below:
Peace Values for personality formation, shared spirituality, Indian history
and culture , human rights and democracy, lifestyle, national unity,
violence, globalization.
Peace Skills which will develop attitudes necessary to be effective
peacemakers. These are summarized under three heads:
Thinking Skills - Critical Thinking, Information Han dling, Creative
Thinking, Reflection, Dialectical Thinking;
Personal Skills -Cooperation, Adaptability, Self -discipline, Responsibility,
Respect; Communication Skills - Presentation, Active Listening,
Negotiation, Non -verbal Communication.
The paper asserts that values and attitudes are the building blocks of the
culture of peace. The goal of education for peace is equipping the
individuals with the values, skills and attitudes so that they become
wholesome persons and responsible citizens of the country. Education for
peace is not only a training for livelihood, but it is education for life.
In their book, ‘Peace Education - A pathway to a culture of peace’, Loreto
and Jasmine (2010) have attempted to list the key knowledge areas, skills,
attitudes and val ues that are associated with educating for a culture of
peace.
A. Knowledge Areas: 1. Holistic concept of peace 2. Conflict and
Violence -Causes 3. Some Peaceful alternatives: Disarmament, Non -
violence, Conflict Resolution, Transformation and Prevention, Human
Rights, Human Solidarity, Democratization, Development based on
Justice, Sustainable Development.
B. Attitudes/Values: Self Respect, Respect for Others, Gender Equality,
respect for life, Compassion, Global Concern, Ecological Concern, Co -
operation, Openness and Tolerance, Justice, Social Responsibility,
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73 C. Skills: Reflection, Critical Thinking, Decision Making, Imagination,
Communication, Conflict Resolution, Empathy, Group Building.
This list is not exhaustive. As and when they ar e practiced, new
experiences are gained and the reflections and insights into these
experiences are bound to evolve this list. But it gives a broad picture of the
schema of knowledge, attitudes, values and skills for educating for peace.
5.4.4 Building Cul ture of Peace through curricular and co -curricular
activities
Education for peace is not theoretical subject. Its success is in practicing
‘peace behaviour’ and ‘peace values’, through which peace culture can be
developed. The essential part of preparing the younger generations for life
is helping them see that life is interesting and filled with potential for joy,
happiness and peace. One way to educate for peace and build a culture of
peace is to help them experience it. Experiences help in internalizi ng
values and practicing them. Giving wide range of direct and indirect
experiences through curricular and co -curricular activities prepares
students better for future to face the challenges of 21st century.
Keeping this in mind, school should recognise t he need for promoting
peace and strengthening the values of tolerance and non -violence and
provide various curricular and co -curricular activities that enrich and
broaden students experience. Teachers should make use of active and
participative learning me thods in teaching -learning process such as
experiential learning, co -operative leaning strategies, service learning,
enquiry based learning etc. Various other techniques such as quizzes,
debates, storytelling, case studies, art and drama, assembly, sports , games,
various competitions, exhibitions, celebration of various days, meditation,
yoga etc. should be used as per the context. The list is exhaustive. There is
wide range of learning activities available for teachers as per the age and
ability of the st udents. The success of Education for Peace depends not
only on ‘what’ of peace but ‘how’ of peace also. The effective teacher
should blend different techniques and strategies to promote culture of
peace. The goal of peace education is transformation of s ociety to a
culture of peace which requires education and participation of all members
of the society.
5.5 SUMMARY
This unit discusses about theories and models of peace education. It
explains about how Healthy Relationship and Connections theory helps in
building a peaceful society. A theory of change is also discussed and it
explains why we think certain actions will produce desired change in a
given context. When an individual changes, society changes, it brings
change in the whole world. The two models , the Flower Petal Model and
Integrated Model of Peace Education are explained in brief and its
usefulness in implementing the peace education programs where there is
conflict. The unit further defines Culture of peace and explain its meaning.
It discusses about various attitudes, values and skills to be developed for munotes.in
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74 building a culture of peace and how they are the building blocks of culture
of peace. It emphasises on how culture of peace can be achieved through
various means. Giving wide range of direct a nd indirect experiences
through curricular and co -curricular activities prepare students to face
challenges in 21st century and lead a peaceful life.
5.6 UNIT END EXERCISE
Q.1 Define Culture of Peace.
Q.2 Explain the building blocks of culture of peace.
Q.3 How can culture of peace be achieved?
Q.4 Elaborate the Flower Petal Model of Peace Education.
Q.5 Explain the Integrated Model of Peace Education.
Q.6 Illustrate the Individual Change Theory.
Q.7 “Creating connections between different groups is the key for peace -
building”. Justify with reference to Healthy Relationship and
Connections Theory.
5.7 REFERENCES
Adams, D. (2003). Early History of the Culture of Peace. Retrieved
from,
http://www.culture -of-peace.info/history/introduction.html
Brenes -Castro, A. (2004). An Integrated Model of Peace Education. In
A.L. Wenden (Ed.), Educating for a Culture of Peace and Ecological
Peace. Albany: StateUniversity of New York Press, p.77 -98.
Castro, L. and Galace, J. (2010). Peace Education: A pathway to a
Culture of Peace.
Published by Centre for Peace Education, Miriam College, Quezon
City, Philippines.
Mezirow, J. (1997). Transformative Learning Theory: Theory to
Practice, New directi on for adult and Continuing Education, 74, 5 -12.
NCERT. (2006). NCF2005 Position Paper: National Focus Group on
Education for Peace (2006), New Delhi, NCERT.
Peace and Non -Violence for the Children of the World’, 2001 -
2010, Retrieved from http://www.un -documents.net/a53r25.htm
Toh. S.H. and Cawagas, V. (1991). Peaceful theory and practice in
values education.
Quezon City: Phoenix. Introduction, 2 -19; Conclusion, 221 -231. munotes.in
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Theories, Models and
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75 United Nations (1998). UN Res olution 53/25, ‘International Decade
for a Culture of United Nations (1999) UN Resolution 53/243 (A),
‘Declaration on a Culture of Peace’ , Retrieved from http://www.un -
documents.net/a53r25.htm
https://www.peace -ed-campaign.org/a -review -of-12-peace -
education -learning -frameworks -and-why-you-should -make -your -
own/
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76 6
CONFLICT MANAGEMENT AND PEACE
BUILDING
Unit Structure
6.0 Objectives
6.1 Introduction
6.2 Concept of Conflict
6.3 Types
6.4 Causes of conflict
6.5 Strategies of conflict management
6.6 Role of peace in conflict management
6.7 Peace Buildin g
6.7.1Galtung’s Triangle
6.7.2 Reimann’s Gender Triangle
6.8 Role of a Teacher as a peace builder
6.9 Let Us Sum Up
6.10 Unit End exercise
6.11 References
6.0 OBJECTIVES
After learning this unit, student will able to,
1. Understand concept of Confli ct
2. Enlist types of Conflict
3. Enlist Strategies of Conflict Management
4. Explain Role of peace in Conflict Management
5. Explain Models of Peace Building
6. Explain Role of a Teacher as a Peace Builder.
6.1 INTRODUCTION
Conflict is part of human existence. It is an inseparablepart ofhumanity
which usually occurs when people differ in their feelings, thoughts,and
actions. Conflict is normal, and people are not likely to agreeall the time.
When there is a disagreement, there is likely to be disputed. But a dispute
well managed is likely to promote unity and teamwork. Conflict theory is munotes.in
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77 a very important role for an administrator, and itis also important to
various other fields including education, sociology, andeven
communication among others. The concept of conflict man agement is
important to all educational institutions as it is an essential factor in the
analysis of the behavior of individuals within organizations.
Conflict is difficult to define because it occurs in many different settings.
The essence of conflict se ems to be disagreement, contradiction, or
incompatibility. Conflict is natural and it's up to us to respond to conflict
situations quickly and professionally. Conflict can be very positive; if we
deal with it openly, we can strengthen our work unit by corr ecting
problems. Conflicting views give us a chance to learn more about
ourselves, explore the views of others, and develop productive
relationships.
Conflict is an inherent and certain aspect of social change, but how we
deal with this conflict determines the impacts and outcomes of change.
Understanding how conflict can be managed, utilized, and transformed
can help promote more peaceful resolutions and responses.
Peace and conflict occur in various situations, from the personal, family,
school, and commu nity levels to the international level. Peace and conflict
studies often involve an exploration of the interconnections among such
issues as poverty, violence and non -violence, individual and overall
security, hunger, discrimination, human rights, war and justice, freedom,
and the human community. The interdisciplinary nature of peace and
conflict studies means that teachers have lots of options in deciding what
to teach and many opportunities to link their lessons with other topics or
areas of inquiry.
In this chapter, we will explore the concept of conflict management, peace
building, and also the teacher’s role as a peacemaker.
6.2 CONCEPT OF CONFLICT
Whenever two individuals put opinions in different ways, a conflict arises.
In a layman’s language confli ct is nothing but a fight either between two
individuals or among group members. No two individuals can think alike
and there is a difference in their thought processes as well as their
understanding. Disagreements among individuals lead to conflicts and
fights. Conflict arises whenever individuals have different values,
opinions, needs, and, interests and are unable to find a middle way. A
Conflict not only can arise between individuals but also among countries,
political parties, and states as well. A sma ll conflict not controlled at the
correct time may lead to a large war and rifts among countries leading to
major conflict and disharmony.
There are many definitions of the term. Some of the definitions given
below will help us to understand the concept of conflict:
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78 1. Conflict is the perception of differences of interests among people.”
(L. Thompson, The Mind and Heart of the Negotiator , 1998)
2. “Conflict is the competition between interdependent parties who
perceive that they have incompatible needs, goals, d esires, or ideas.”
(E. J.Van Slyke, Listening to Conflict , 1999)
3. “A process in which one party perceives that its interests are being
opposed or negatively affected by another party.” (R. Kreitner& A.
Kinicki, Organizational Behavior , 2004)
4. “Conflict is ca used when a boundary and its norms are challenged,
threatened, or circumvented.” (G. T. Furlong, The Conflict Resolution
Toolbox , 2005)
5. “A process that begins when one party perceives that another party
has negatively affected, or is about to negatively af fect, something
that the first party cares about.” (S. P. Robbins & T. A.
Judge, Essentials of Organizational Behavior , 2008)
6. “As a set of perceptions, conflict is a belief or understanding that
one’s own needs, interests, wants, or values are incompatible with
someone else’s…Conflict also involves an emotional reaction to a
situation or interaction that signals a disagreement of some
kind…Conflict also consists of the actions that we take to express our
feelings, articulate our perceptions, and get our nee ds met in a way
that has the potential for interfering with someone else’s ability to get
his or her needs met.” (B. Mayer, The Dynamics of Conflict , 2012)
7. According to Robert C. North ‘A conflict emerges whenever two or
more persons (or groups) seek to po ssess the same object, occupy the
same space or the same exclusive position, play incompatible goals,
or undertake mutually incompatible means for achieving their
purposes’ (North: 1968, p.226).
There are divergent definitions of the concept of conflict in different social
sciences, including international politics and peace and conflict studies.
6.3 TYPES OF CONFLICT
If we are to try to understand the roots of conflict, we need to know what
type of conflict is present. There are at least four types of con flict that can
be identified:
1. Goal conflict: Goal conflict can occur when one person or group
desires a different outcome than others. This is simply a clash over
whose goals are going to be pursued.
2. Cognitive conflict: Cognitive conflict can result when o ne person or
group holds ideas or opinions that are inconsistent with those of others.
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79 3. Affective conflict: This type of conflict emerges when one person’s or
group’s feelings or emotions (attitudes) are incompatible with those of
others. Affective conflict is seen in situations where two individuals
simply don’t get along with each other.
4. Behavioural conflict: Behavioural conflict exists when one person or
group does something (i.e., behaves in a certain way) that is
unacceptable to others. Dressing for work in a way that “offends”
others and using profane language are examples of behavioral conflict.
Each of these types of conflict is usually triggered by different
factors/causes, and each can lead to ve ry different responses by the
individual or group.
In addition to different types of conflict, there exist several
different levels of conflict. Level refers to the number of individuals
involved in the conflict. That is, is the conflict within just one pe rson,
between two people, between two or more groups, or between two or more
organizations? Both the causes of a conflict and the most effective means
to resolve it can be affected by level.
1. Intrapersonal Conflict:
This conflict occurs within the person himself; it arises within an
individual when his motives or drives are blocked or when a person faces
two different decisions and cannot take the appropriate decision as he
faces competing objectives and roles (Chand, 2010).
Moreover, it often includes so me types of goal conflicts. Goal conflicts
exist within an individual when their behaviors and attitudes have
compatible elements or lead to both positive and negative outcomes which
are mutually exclusive.
Approach -approach conflict: This conflict arises when there are two or
more alternatives with positive consequences. In this situation, a person
has this choice between these alternatives that are equallyattractive; (e.g.,
a person has the right to select one of two equally attractive jobs).
Avoidance conflict: This conflict is ―a situation in which a person has
to select one of two or more alternatives with negative outcomes. (e.g.,
when an employee is threatened with punishments regarding his demotion
unless he does something he dislikes spending extr a time traveling on his
job.) munotes.in
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80 Approach -avoidance conflict: This conflict happens in a situation in
which an individual should choose something with positive and negative
results. (Evans, 2013).
2. Interpersonal Conflict :
It is probably the most recognized an d popular conflict which arises
between two or more individuals. The causes that lead to this conflict are
personality differences, perceptions (experiences, education, backgrounds,
and education), clashes of values and interests, power and status
differen ces, lack of information, role in compatibility, stress, and scarce
resources (Whetten & Cameron, 2012).
3. Intragroup Conflict:
It happens when a person in a group works to achieve a different goal than
the other group in the organization. A member may have social needs that
oblige him to stay within his group, but simultaneously he may not agree
with his group’s goals and the ways required to achieve such goals.
4. Intergroup Conflict :
Conflicts that arise between different groups in an organization each
seeking to accomplish their objectives are called intergroup conflicts.
Individuals tend to form various groups when there is a demand for that
(Green, 2012). These conflicts may happento the absence of mutual
decision making, rivalries in resources, differen ces in goals or perceptions,
misunderstanding, competition, and a set of boundaries by team members
to others that establish their identities as a team.
5. Intra -organizational Conflict :
The intra -Organizational conflict has four types vertical conflict,
horizontal conflict, line -staff conflict, and role conflict. They often happen
due to attempts of superiors to control while horizontal conflicts happen
among departments or staff with similar organizational hierarchical levels
(Jones & George, 2008).
6. Inter -organizational conflicts:
Inter -organizational conflicts happen between organizations that to some
extent depend on each other. All conflicts inherent in organizational levels
involve conflicts that occur at individual levels or group levels.
6.4 CAUSES OF CON FLICT
Before attempting to resolve or deal with any conflict, it is always
important to determine exactly what is the root or causeof it.
Understanding what triggers can cause conflict makes resolution easier to
reach and conflict easier to avoid in the fi rst place. There are an infinite
number of reasons why conflict can occur in, however,a small number of
causes are most common and we have looked at them here. munotes.in
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81 There are five main causes of conflict: information(data) conflicts, values
conflicts, interest conflicts, relationship conflicts, and structural conflicts.
1. Information conflicts: arise when people have different or insufficient
information, or disagree over what data is relevant. This kind o f conflict
can often be avoided by making sure that all data is shared and discussed.
Developing a consensus about the data’s importance and how to interpret
it early in a process is critical.
2. Values conflicts: are created when people have perceived or a ctual
incompatible belief systems. When a person or group tries to impose its
values on others or claims an exclusive right to a set of values, disputes
arise. While values may be non -negotiable, they can be discussed and
people can learn to live peacefull y and coherently alongside each other.
3. Interest conflicts: are caused by competition over perceived or actual
incompatible needs. Such conflicts may occur over issues of money,
resources, or time. Parties often mistakenly believe that to satisfy their
own needs, those of their opponent must be sacrificed. Identifying and
addressing the underlying interests involved can often lead to a positive
resolution.
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82 4. Relationship conflicts: occur when there are misperceptions, strong
negative emotions, or poor commu nication. One person may distrust the
other and believe that the other person’s actions are motivated by malice
or an intent to harm the other. Relationship conflicts may be addressed by
allowing each person uninterrupted time to talk through the issues an d
respond to the other person’s concerns.
5. Structural conflicts: are caused by oppressive behaviors exerted on
others. Limited resources or opportunities, as well as organizational
structures, often promote conflict behavior. Oftentimes structural conflict s
have their roots in culture, history, or tradition and as such may be
overlooked or not even considered. A deliberate conversation is needed to
identify, explore, and collaboratively resolve the issue. Also, the following
causes of conflict can be observ ed generally in the workplace.
6. Conflicting resources: employees rely on accessing resources, such as
technology, office supplies, and meeting rooms, to perform effectively.
Unfortunately, it is not always possible for everyone to access the
resources they wish to at all times. If the reason someone cannot access
the resources is that someone else is using them then this can lead to
conflict.
7. Conflicting styles: no two individuals will work the same. This is
generally effective as each individual should be a llowed to work in their
style. However, when it comes to team tasks this can become problematic,
as some individuals will have to compromise on how the work is done.
8. Conflicting perceptions: Different perceptions of what the educational
goals are, the met hods used, and who is responsible for what can often
lead to conflict. Open and transparent communication is the key to
avoiding this happening.
9. Conflicting goals: Often different people will set targets and goals for the
same individual and this can often lead to conflicting goals being set. For
instance, it is hard to deliver on both speed and quality, and hence setting
both these targets may cause issues. The conflict here may be between the
individual and one or both of the managers or between the manage rs
themselves.
10. Conflicting pressure: Conflicting pressures are similar to conflicting
goals, except they usually exist over a shorter space of time. Individuals
may be pressured to complete two different tasks by two different persons
before the end of the day and this can lead to conflict.
11. Conflicting roles : Often individuals can be asked to perform a task that
they are not usually responsible for. This can cause conflict as either the
individual feels the task is not appropriate for them or another indiv idual
believed it was for them. Whilst this can be avoided by delegating the
same tasks to the same individuals, differentiating other members’ roles
can be a good opportunity for learning and development. munotes.in
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83 12. Unpredictable policies : Rules and policies are not always communicated
across an institution effectively. This can lead to a poor understanding of
them and confusion amongst members. It is important to ensure policies,
and particularly their changes, are communicated effectively throughout
the institution to avoid conflict like this from occurring.
6.5 STRATEGIES OF CONFLICT MANAGEMENT
Conflict management is the practice of being able to identify and handle
conflicts sensibly, fairly, and efficiently. It is the process of dealing with
(perceived) incompat ibilities or disagreements arising from, for example,
diverging opinions, objectives, and needs.
The Resolution Strategies of conflict:
Since conflict is a part and parcel of human life and is inevitable in work,
this needs resolution. The process of mana ging conflict to achieve
constructive rather than destructive results is essential to success. This
process of conflict management can be pursued in a variety of ways. An
important goal always should be to achieve a conflict resolution -that is a
situation in which the underlying reasons for a given destructive conflict
are eliminated.
Various authors have suggested different modes of conflict resolution.
Udai Pareek has identified eight styles of conflict management:
resignation, isolation, withdrawal, and cover -up under Avoidance/
Dysfunctional modes and fighting, compromise, arbitration, and
negotiation under Approach/ Functional modes.
Robbins (2006) and Thompson (1992) have suggested a broader
classification viz., Competing, Collaborating, Compromising , Avoiding,
and Accommodating. As these five modes show primary conflict -
handlingintentions, they have been used for analysis in this empirical
study. Using two dimensions – cooperativeness and assertiveness, the five
intentions are described as follows:
1. Collaborating
I win, you win
A situation in which the parties to a conflict each desire to satisfy fully the
concerns of all parties. Teamwork and cooperation help everyone achieve
their goals while also maintaining relationships. The process of working
through differences will lead to creative solutions that will satisfy both
parties' concerns.
When to use:
When there is a high level of trust
When you don't want to have full responsibility
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84 When the people involved are willing to change their thinking as more
information is found and new options are suggested
When you need to work through animosity and hard feelings
2. Compromising
You bend, I bend
Winning something while losing a little is OK. Both ends are placed
against the middle in an attempt to serve the "common good" while
ensuring each person can maintain something of their original position.
When to use:
When people of equal status are equally committed to goals
When time can be saved by rea ching intermediate settlements on
individual parts of complex issues
When goals are moderately important
3. Accommodating
I lose, you win
The willingness of one party in a conflict to place the opponent’s interest
above his or her own. Working toward a common purpose is more
important than any of the peripheral concerns. Appease others by
downplaying conflict, thus protecting the relationship
When to use:
When an issue is not as important to you as it is to the other person
When do you realize you are wrong?
When you are willing to let others learn by mistake
When you know you cannot win?
When it is not the right time and you would prefer to simply build
credit for the future
When harmony is extremely important
When what the parties have in common is a good dea l more important
than their differences
4. Competing
I win, you lose
A situation in which each party to a conflict is willing to give up
something . A desire to satisfy one’s interest, regardless of the impact on
the other party to the conflict. Associates "winning" a conflict with the
competition. When goals are extremely important, one must sometimes
use power to win.
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85 When to use:
When you know you are right?
When time is short and a quick decision is needed
When a strong personality is trying to steamroll er you and you don't
want to be taken advantage of
When you need to stand up for your rights
5. Avoiding
No winners, no losers
The desire to withdraw from or suppress a conflict. This isn't the right time
or place to address this issue. Avoids conflict by wit hdrawing,
sidestepping, or postponing.
When to use:
When the conflict is small and relationships are at stake
When you're counting to ten to cool off
When more important issues are pressing and you feel you don't have
time to deal with this particular one
When you have no power and you see no chance of getting your
concerns met
When you are too emotionally involved and others around you can
solve the conflict more successfully
When more information is needed
6.6 ROLE OF PEACE IN CONFLICT MANAGEMENT
Peace Ed ucation plays a very important role in the development of every
society and the individuals through nourishment of the mind to embrace
peace at all times, equip individuals with the skills needed to ensure peace,
prevent violence and increase intergroup co operation. It helps people to
develop general life skills like decision making, negotiation skills,
promoting self -esteem, empathy, and coping with emotions and stress. It is
also a way of inculcating in man, the desire for peace, and non -violent
alternati ves for understanding, relating and ensuringjustice, equity and
harmony in the society at all times. It is, therefore,appropriate to note that
Peace Education is given to nurturing the behavior, attitude, emotions, and
perceptions of people to embrace peac e in all circumstances and plays
important role in the life of individuals and the society at large. These
roles are enumerated as follows:
a) Peace Education provides in the mind of individuals a dynamic vision
of peace to encounter violent images that d ominate cultures: Peace
education is the only instrument that will stimulate human imagination to
love and embrace peace through generations.
b) Peace Education give the citizen of all countries the needed
information about how best to achieve security: O ne of the roles peace munotes.in
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86 education plays is to inform people about the causes, nature, and
consequences of violence. This will enlighten the citizens to make choices
about the best ways of resolving conflicts.
c) Peace Education will provide the citizens wit h the knowledge of how to
manage interpersonal, intergroup, and inter -ethnic differences that will
prevent war: It will equip people with the knowledge that there are no
cultures that wholly eliminate the possibilities of interpersonal, intergroup,
and int er-ethnic violence.
d) Peace Education promotes respect for different cultures and helps
students, learners and citizens appreciate the diversity of human existence:
Intercultural understanding is an important aspect of peace education.
e) Peace educatio n provides the learners, students, and individuals with a
future orientation that will strive to recreate society as it should be: It is an
attempt to provide young people with a positive image of the future and
give them reasons to have hope. f) Peace edu cation teaches the skills
needed to move the world out of violence: People can have those skills
and the potential to create peace in their individual lives. Peace education
focuses on the strategies to achieve both individual and societal change.
Peacemak ing is a process that must be taught if human beings are to
change from their violent behavior.Young people will then learn strategies
to deal with aggressive behaviors and concrete skills that will help them
become effective peacemakers.
g) Peace educati on enables young people to learn about the problem of
human rights and justice: The struggle for peace embraces justice and
learners should understand that the absence of war does just bring peace or
harmony.
h) Peace education teaches respect for all for ms of life: Peace education
enables young people to develop a positive self -image, a sense of
responsibility for self and others, a capacity to trust others, and care for the
well-being of the natural world.
i) Peace education teaches how to resolve confl icts in a nonviolent way
but through negotiations and mediations: One of the ultimate roles peace
education plays is to enable individuals to manage conflict nonviolently.
6.7 PEACE BUILDING
Peacebuilding is a long -term process of encouraging people to tal k,
repairing relationships, and reforming institutions. For positive change to
last, everyone affected by a destructive conflict has to be involved in the
process of building peace. Peacebuilding can include conflict prevention;
conflict management; confli ct resolution and transformation, and post -
conflict reconciliation. Peacebuilding seeks to address the underlying
causes of conflict, helping people to resolve their differences peacefully
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87 Transforming r elationships is key to putting an end to violence. That
means understanding and dealing with why people are fighting in the first
place, and finding ways of moving things forward. This is true whether the
conflict is within communities, between societies, or between the state and
ordinary people.
In practical terms, peacebuilding can look like any one of hundreds of
different actions. It can be bringing different groups together to discuss the
issues or using film and media to help people understand the vi ewpoints of
others. Peace education and conflict resolution areskills that every
individual should possess in other to have the ability to self -assess and
understand and live in a plural world without prejudice and preconditions
for coexistence.
6.7.1 GALT UNG’S TRIANGLE
Johan Galtung, one of the founders in the field of peace and conflict
studies, proposed interrelated models of conflict, violence, and peace.
Conflict is viewed as a dynamic process in which structure, attitudes, and
behavior are constantly changing and influencing one another. Direct
violence is ended by changing conflict behavior, structural violence is
ended by removing structural contradictions and injustices, and cultural
violence is ended by changing attitudes. These relate in turn to b roader
strategies of peacekeeping, peace building, and peacemaking.
Galtung defined negative peace as the absence of direct violence and
positive peace as the absence of all three forms of violence (direct,
structural, and cultural).
Galtung’s Models of Conflict, Violence, and Peace
The interdependent and dynamic concept of Galtung’s ABC (Attitude,
Behavior,Contradiction) triangle can be used to think systematically about
what would be needed to change the key driving forces of violent conflict.
To fina lly reach some sort of settlement of the conflict, the parties must
first change their attitudes and their perceptions of one another, tackle the
violence itself to de -escalate the situation, change their behavior, and work
on the objective contextual or s tructural causes of the conflict to make a
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88
Conflict occurs when people experience tension in their relationships with
others. People in conflict perceive that others are making it difficult or
impossible to meet their needs. Confl ict can be handled constructively or
destructively. Violence is one way of handling conflict. Violence occurs
when people become willing to harmto meet their own needs. Conflict and
violence happen at all levels of society.
To create a sustainable and last ing peace we need to address all the
elements of conflict. Physical violence can be addressed through behavior
change using Peacekeeping as a means to prevent conflict. Peacekeeping
forces should be designed with the parties in conflict to create an
empowe ring peace instead of creating a superficial and reprimanding
peace.
Peace -making is about educating by building resilient power bases in
which different cultural groups can communicate and build up relations.
Structural conflict needs to address the cont radiction in society by
removing social barriers and creating a more equal society.
Peacebuilding creates a platform to enable a more equal society, it works
on changing the very structure of society to encourage and empower the
community to create sustai nable growth.
Human -Centered Design enables us to design and build up the three pillars
of peace. Peacekeeping, Peace -making, and Peacebuilding require
community - led initiatives to work; peace is all about building up
relationships to create prosperity a nd well -being within society. Peace and
conflict resolution is an important processfor developing long -term
growth.
6.7.2 REIMANN’S TRIANGLE
Dr. Cordula Reimann is a freelance international consultant, facilitator,
trainer, lecturer, coach, and peace and c onflict researcher. She supports
local and international non -governmental and governmental organizations
in their strategic planning, organizational development, trauma and
conflict sensitivity, effective peacebuilding, impact assessments, and
gender equal ity in peace and development processes. munotes.in
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89 Gender used as an analytical category defines the socially constructed
roles and relations between and among women and men and boys and girls
in conflict and peacebuilding processes. It includes three dimensions:
GENDER TRIANGLE
1. Individual gender identity: The social roles and needs of
individual women and men in violent conflict and the post -conflict phase.
(How does a person define his or her role as a man or woman in a specific
society?)
Looking at the individual gender identity in violent conflicts, the roles and
experiences of women, girls, men, and boys tend to differ. While both
women and men are involved in fighting, men still represen t the majority
of fighters. Women usually take over previously male -dominated roles as
heads of household, while at the same time looking after family members
and caring for the injured. While boys and adolescents are more likely to
be exploited as child s oldiers, the number of girls sexually abused by the
military and other armed forces is generally much higher. Therefore,
depending on the individual, the role that he or she takes on in society can
change over his or her lifetime due to internal and extern al circumstances
during and after an armed conflict.
2. Gender symbolism: The stereotypes of ‘masculinity’ and
‘femininity’ and socially constructed ideas of ‘women’ and ‘men.’ What is
considered to be a typical male characteristic or a specific female
beha vior?
Masculinity is often closely associated with physical and rational power,
violence, and domination in decision -making, while the stereotypical
associations of femininity are defined with the opposite characteristics
such as victimhood, peace, and e motional, physical, and intellectual
inferiority. In many societies, men’s honor is directly linked to their ability
to protect their wives, children, and families – very much along the lines INDIVIDUAL GENDER
IDENTITY
How do I define myself as a
woman or a man in a given
conflict or peace -building process? What are the needs and GENDER SYMBOLISM
How are masculinity and
femininity defined during and
after conflicts? How are the roles
and needs of women and men socially & culturally defined? GENDER STRUCTURE
How are war - and peacemaking
organ ized and institutionalized
in the public and private
sphere? Who has the power?
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90 of ‘to be a man is to be a fighter who successfully defends the nation.’
Women’s organizations self -identify as ‘mothers’ or ‘women for peace’
and appeal to a stereotypical understanding of ‘peaceful motherhood’.
Symbolism thus often crucial role when considering gender in society
3. Gender structure: The organization an d the institutionalization of
gender relationships aboutwar -making and peacemaking in the public and
private sphere. How does gender influence political, social, and economic
behavior in society?
As men are often in control of decision -making, they also m ake most of
the decisions about war and peace. Nearly all peace agreements have been
written in a gender -neutral language, not taking into consideration that
men and women have different needs and priorities. Additionally, the
experiences, needs, and inter ests of men are taken as the ‘norm’ and point
of reference. While both women and men are involved in peacebuilding
efforts, women are mainly involved.Thus, it is structures – political,
social, and economic – that keep certain gender dynamics in place or t hat
preserve gender roles in society.
Individual gender identity, gender symbolism, and gender structure are
interdependent within any particular cultural setting. The manifestation of
each category takes different forms in different cultures. This needs t o be
taken into consideration when working in a peace building.
6.8 ROLE OF A TEACHER AS A PEACE BUILDER
The teacher must understand that multicultural, multiethnic, and
multireligious problems in society are not to be dealt with in isolation in
bits and piec es of a good peace education program but, being
interconnected with all other problems of peace and violence, are
addressed in the whole program.
For example, developing such qualities as compassion and service to
others can help reduce racial, religious, or other prejudices, but students of
all backgrounds must take part in the program.
The teacher must be cognizant and wholly supportive of the basic nature
and aims of peace education, The basic requirement for world peace is the
unity of humankind,and wo rld order can be founded only on the
consciousness of the oneness of humankind. It follows that, in this view,
the teacher of peace education in a diverse society must keep certain basic
aims in mind: the achievement of a unified, peaceful society both glo bally
and within the nation, where world citizenship is fostered and “unity in
diversity” is recognized and practiced.
The teacher should constantly keep in mind that the attainment of any aim
is conditioned upon knowledge, volition, and action. The power needed to
accomplish a peaceful world is the unification of humankind.
The teacher must use his or her choice and willpower. In our experience,
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91 education, this can cause that teacher to take a long, deep look at his or her
values.To be a model for the students, the teacher has the opportunity
totransform and change the inner self. Then the students can be helped to
understand and feel what is a peaceful person who is a peacemaker, and
the teacher will have a powerful, positive influence on hundreds and
thousands of children and youth.
The teacher has the greatest responsibility of building a nation. In a multi -
ethnic and multi -religious country like India, the teacher’s task is very
noble and dignifying. Teachers are a mirror of upcoming generations in
the form of students and an effective element in establishing a peaceful
atmosphere. A teacher’s prime responsibility is to help students become
good human beings, motivated to fulfill the ir true potential not only for
their benefit but also for the betterment of society as a whole. The teacher
and school may devise other context -specific strategies to develop among
students a sense of openness and comprehension of diverse cultures,
histori es, and fundamental shared values.
The teacher can also play an important role in imparting the peace
education as: --
Know the curriculum and communicate expectations to students and
parents.
A re -approachable and have a positive relationship with student s,
colleagues, parents, and community members.
Provide a safe, supportive and inclusive environment in their
classroom and school.
Design and implement effective and meaningful instructional and
assessment strategies.
Challenge students to reach their pote ntial and adopt independent
learning.
The teacher must understand that multi -cultural , multi -ethnic , and
multi -religious problem insociety are not to be dealt with in isolation
in bits and pieces of a good peace education programbut, being
interconnected with allother problems of peace and violence, are
addressed in thewhole program.
The teacher must be cognizant and wholly supportive of the basic
nature and aims of peaceeducation.
When a teacher becomes deeply and regularly involved in teaching
peace edu cation, it allows him/her to take a long, deep look at his or
her values and beliefs. To be a model for the students, the teacher has
the transformation opportunity and could modify his inner self. This
modification would help the students to understand wh o is a peaceful
person and a peacemaker. Thus, the teacher will have a powerful,
positive influence on hundreds and thousands of children and youth.
Teachers must cope with prejudices, conflicts, and violence in an
increasingly diverse society by starting with themselves.
Thus, to establish peace teacher plays a vital role in our society. It is not
only the individual responsibility of teachers but also it is the
responsibility of all of us. In this context, the government (Central and munotes.in
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92 State), NGOs, Mass me dia, and social organizations should take some
measures to safeguard, protect and promote the precious peace of our
nation.
6.9 LET’S SUM UP
Peace education is for everybody regardless the age, gender, occupation,
education, and social status. It should be sta rted in early childhood,
however, because today’s children are tomorrow’s world citizens (Byrne
and Senehi, 2008), and their healthy psychology is highly dependent on
their education.
Implementation of effective conflict resolution methods and peace
educat ion is regarded as indispensable in leading to the progression of not
only individuals but also communities and nations. Another concept that
has been taken into account is types of conflicts. The various types of
conflicts are intra -personal conflicts, in terpersonal conflicts, intra -group
conflicts, and inter -group conflicts. The occurrence of conflicts takes place
through various causes. Individuals and groups, primarily get engaged in
conflicting situations, when they possess the viewpoint that their
perspectives and acts are superior to others. But when there are
occurrences of conflicts and disagreements, it is vital for the individuals to
put into practice, effective conflict resolution methods.
Peace education is regarded to be rendering an indispens able contribution
to generating awareness among individuals in terms of implementation of
conflict resolution methods in a productive manner, forming good terms
and relationships with others, and creating amiable and pleasant
environmental conditions. The educators are putting into practice,
teaching -learning methods and instructional strategies in an effective
manner to promote peace education. Finally, it can be stated that when
individuals acquire an efficient understanding of conflict resolution
methods and peace education, then they need to implement them at home,
in educational institutions, in employment settings, and in public places.
6.10 UNIT END EXERCISE
1. “Conflict is the part of human existence”, justify the statement.
2. Elaborate on the role of a teach er as a peace builder.
3. Which different techniques are used to resolve the conflict?
4. State the different factors/causeswhich trigger conflict?
5. How Reimann’s Triangle is effective in peace building?
6. ExplainGaltung’sinterrelated model of conflict, violence, a nd peace.
7. Write the role of peace education in conflict management.
8. Which are the different levels of conflicts? munotes.in
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6.11 REFERENCES
1. Jolie Bain Pillsbury. Adapted Circle of Conflict . 2015.
2. Saamwaad:e -Journal ISSN:2277 -7490 2013: Vol.2, Iss. 1
3. Christopher Moore’s Circle of Conflict . Smilemundowebsite. May 8,
2016.
4. Huan Jin L im & Rashad Yazdanifard(2012), “The difference of
conflict management styles and conflict resolution in workplace”,
Business & Entrepreneur Journal, Volume1, No. 1science press ltd.pg
141-155
5. RakshithPuranik& Swathi Parashar (2012),” A study of conflict
management styles amongnon -academicians in B -Schools.
http://www.chimc.in/Volume2.1/Volume2Issue1/RakshitaPuranik&S
wati%20Parashar.pdf
6. Conflict management styles and strategies Howard Culbertson, 5901
NW 81st, Oklahoma City, OK 73132
7. Harris,IanM.andMaryL.Morrison.(2003). PeaceEducation .Jefferson,N
C:McFarland.
8. MishraLoknath(2009). PeaceEducationFrameworkforTeachers ,A.P.H.
PublishingCorporation,NewDelhi.
9. NarasimhaRao, J.V.L.(2012).TheroleofTeachersinRestoringpeaceandH
armonyintheWorld.
10. UNESCO(2005),PeaceEducationFrameworkofTeacherEducation,New
Delhi.
11. Role of Educational Institutions in Building a Peaceful Society
DOI: 10.47264/idea.lassij/4.2.21
12. ROLE OF TEACHER FOR PEACE EDUCATION, Mr. Rajendra
KumarMuljibhaiParmar: The International Journal of Indian
Psychology
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