Peace Education

Dr. Radhika Kapur

Abstract

Peace education is the education that has the primary objective of promoting peaceful
environmental conditions, where individuals would communicate and deal with others in a
respectful and courteous manner. In educational institutions, organizations, public places and
homes, individuals need to ensure that there is formation of peaceful environmental
conditions. In the formation of peaceful environmental conditions, individuals need to ensure,
they do not get involved in any conflicts or disputes and are respectful and considerate
towards each other. Furthermore, the individuals are able to acquire understanding that
occurrence of violent acts would impose detrimental effects upon them as well as community.
They are the major barriers within the course of achieving personal and professional goals
and producing livelihoods opportunities. Therefore, any types of violent acts should be
eliminated. The main objective of this education is to augment the skills and abilities among
individuals to resolve conflicts and disputes. The main aspects that have been taken into
account in this research paper include, concept and meaning of education for peace, aims and
objectives of peace education, development of peace education, stage specific approaches of
peace education, and tools for peace education.

Keywords: Approaches, Conflict Resolution, Peace Education, Peaceful

Environment, Tools

Education renders an important contribution in raising the inner-self of the individuals

and promoting unity. Research has indicated that civil society suffers because of the
situations of violent conflicts and war. It is important to inculcate and recognize the crucial
role of education in contributing to building a culture of peace. A culture of peace and non-
violence leads to progression of individuals, communities and nation. Peace education is a
planning strategy of eliminating conflicts and violence, caused by injustice, inequality,
human rights, violent acts, and means of reducing them by putting into practice appropriate
teaching-learning methods and instructional strategies. In promoting peace education, the
individuals need to implement harmony, synchronization and understanding. The major goal
of peace education is to produce global citizens, so peace can be spread in the world
(Bharatidasan University, n.d.).
 Peace education hopes to create human consciousness, a commitment to the ways of
peace. When learners are acquiring knowledge in terms of peace education, they understand
how to provide solutions to problems, caused by violence. Peace education focuses upon
providing skills and abilities to the students to manage conflicts, caused by violent acts. They
augment their understanding in terms of implementation of peaceful conflict resolution
methods. Furthermore, the learners acquire knowledge in terms of pedagogy, based upon
modelling, and peaceful democratic classroom practices. Through this education, the
individuals will encourage peaceful behaviour within as well as outside the home. The
struggle to achieve peace takes place at both individual and social levels. Peace educators
work with individuals to highlight how the root causes of conflicting situations and violence
lie in broader social forces and institutions that must be addressed to achieve peace. In this
education, the individuals also acquire an efficient understanding in terms of unfavourable
effects of violence upon individuals, community and nation as a whole (Harris, n.d.). Hence,
in order to achieve peace education, it is essential for the individuals to formulate appropriate
measures and programs and use satisfactory teaching-learning methods in educational
institutions.

Concept and Meaning of Education for Peace

Education for peace is a conceptual framework, from which schools may devise a
program, comprising the transmission of universal values and enduring attitudes, and the
development of competencies, which enable the students to become active citizens. The
implementation of this conceptual framework recognizes the practice of peaceful relations at
all levels. These include, personal, familial, occupational, educational, communal,
intercultural and global. The individuals need to upgrade their knowledge and skills, which
affects the behaviour of the individuals and groups and provides the model for the formal and
informal curriculum models. Education for peace is a process and condition, which permeates
all aspects of school life, with implications for learners, teachers and administrators. It
extends beyond school to society as a whole (Bharatidasan University, n.d.).

In order to acquire efficient understanding of concept and meaning of education for

peace, it is essential to take into account curriculum. Curriculum is referred to the formal
documents, which an education system develops and content is focused upon the information
that students should learn. In some cases, these documents include, why, when and how this
content should be taught and learned. In some cases, the description of curriculum and
instruction systems is comprehensive. The primary objective of education for peace is to
generate awareness among students in terms of values, norms, morals, ethics, principles and
standards. Among students, an understanding needs to be developed to make provision of
relevant skills, knowledge, personal values and behaviour to apply this commitment in all
aspects of life (Bharatidasan University, n.d.).

Aims and Objectives of Peace Education

The individuals will be able to acquire an efficient understanding of peace education,

when they will understand global problems, possess information in terms of peaceful conflict
resolution methods, live by international standards of human rights, gender and racial
equality, appreciate cultural diversity and respect integrity. Declaration of the 44 th session of
international conference on education held at Geneva in 1994 has identified the aims of peace
education (Bharatidasan University, n.d.).

1. To develop a sense of universal values in every individual.

2. To prepare citizens to cope with problems and challenges and make them suitable for
personal autonomy and responsibility.
3. To educate the individuals and develop the abilities to recognize and accept the
values, which exist in the diversity of individuals.
4. To reinforce peace, friendship and solidarity between individuals.
5. To develop the abilities of non-violent conflict resolution methods among individuals.
6. To cultivate the ability to make informed choices, basing their judgments and actions
in terms of present situations and future.
7. To teach individuals to respect cultural heritage, protect the environment and promote
social harmony.
8. To cultivate citizens in the line of solidarity feeling and feeling of equity at the
national and international levels in the perspectives of balanced and long term
development.
9. To promote amiable and sociable environmental conditions within schools and
classrooms.
10. To explore peace both as a state of being and as an active process for the promotion of
positive human relations.

Development of Peace Education

 In the past, peace education has been an integral part of education at all times and in
all cultures. Every community possessed this viewpoint that through the acquisition of peace
education, they will be able to thrive and promote welfare. However, with the advent of
western secularism at the beginning of the 20th century, the concepts related to peace
education was not included in the school curriculum. Under the impact of value-free
positivist and reductionist knowledge, the whole education was viewed narrowly as teaching
facts of various subjects. But in the present existence, peace education has been given
recognition not only in India, but in other countries of the world as well. It is believed that
peace education should be encouraged with respect and appreciation. Within the Indian
framework, peace education is not a new concept, but it has been prevalent since ancient
times. In ancient India, when education was provided in gurukuls, emphasis was put upon
peace education (Chapter 1. The Perspective, n.d.). The major concepts which highlight the
development of peace education within the Indian framework have been stated as follows:
(Chapter 1. The Perspective, n.d.).

Peace Education in Ancient Education World

India has a long history of promoting peace, international understanding, tolerance

and self-restraint, which are evident in the Vedas, Puranas and Upanishads. Swami
Vivekananda, the illustrious apostle of Sri Rama Krishna, had the mission of preaching
individuals their spirituality and to implement it within their lives. Swami Vivekananda stated
that the ultimate aim of education is to establish internal peace and security by strengthening
the foundations of different nations. He preached tolerance in religion and education, which
essentially led to peace. He preached universal brotherhood among human beings. The
various aspects of equality, compassion, and brotherhood are focused upon in peace
education. All individuals should be provided with equal rights and opportunities within
society. In India, Mohandas Karamchand Gandhi, Rabindranath Tagore and Mohammad
Iqbal, formulated programs and policies to promote peace education. When the individuals
remove the feelings of antagonism and hatred, they promote peace.

Commissions and Committees formed after Independence

Peace education as a slogan and as a form of resolution was introduced in India in the
document of National Curriculum Framework 2005 of NCERT. Many Committees have
developed the question in terms of how to create healthy and positive value orientation.
These include the Committee of Moral and Religious Instruction (1959-1960) and the
Committee on Emotional Integration (1961). These committees primarily put emphasis upon
the fact of teaching of religion. India is a secular country. All citizens have the right to
practice the religion of their own choice. But they need to ensure, they form peaceful terms
with other individuals, belonging to different religions and backgrounds. In the report of
Secondary Education Commission (1952-1953) and Indian Education Commission (1964-
1966), peace values are promoted. The National Policy on Education (1986) has sections on
value education. The individuals, belonging to diverse backgrounds and categories, need to
get integrated by preserving unity in diversity.

School Education

In schools, when teachers are putting into practice the teaching-learning methods in
terms of peace education, they need to ensure that students develop tolerance and adjust with
other students, who may belong to different religions, castes, ethnicities, and socio-economic
backgrounds. Students must be provided with information in terms of preservation of the
environment and what strategies need to be implemented to preserve them. In schools and in
classrooms, the promotion of peaceful environment would render a significant contribution in
achieving academic goals and objectives and bringing about improvements in the system of
education. Within the curriculum and the instructional systems, there should be information
regarding the factors on the basis of which, there are differences among individuals. Value
education and moral education are the ones, which make provision of knowledge and
understanding among individuals in terms of peace education.

National Curriculum Framework (NCF) 2005

National Curriculum Framework (NCF), 2005 puts emphasis upon peace education.
Within communities, there are occurrence of conflicts, disputes, intolerance and violating
situations. The occurrence of these situations are major barriers within the course of
formation of peaceful environment. The peace education within framework of National
School Curriculum document is clear in making provision of adequate knowledge and
information to the students in terms of peace education. Education is the significant
dimension of the long-term process of building peace, tolerance, justice, intercultural
understanding and civic responsibility. Education for peace seeks to nurture ethical
development, inculcating the values, attitudes and skills required for living in harmony with
oneself, others and the natural environmental conditions. The individuals are able to generate
awareness in terms of human rights, justice, tolerance, co-operation, social responsibility and
respect for cultural diversity. The school and classroom environmental conditions, teacher-
student relationships and achievement of academic goals and objectives can be encouraged
through recognizing the significance of peace education.

Position Paper - National Focus Group on Education for Peace (NCERT)

The position paper states that teacher education programs need to prepare teachers as
peace makers and peace builders through pre-service and in-service programs. The
suggestions to promote modification of teacher education programs are, paper on ‘Education
for Peace’ should be included in the foundation course of pre-service teacher education
programs; peace concerns, attitudes and values should be incorporated in the foundation
papers; student teachers should be given practice through internship, school experience
programs and community work; co-operative learning techniques may form the essential
components of the internship program of pre-service teacher education programs. A few
lessons, making use of these techniques are compulsory for the candidates and regular in-
service teacher training programs, on content and pedagogy of teachers and teacher
educators, may be organized separately on regular basis. Hence, when these suggestions are
put into practice in an appropriate manner, the teachers are able to generate efficient
understanding in terms of concepts and are able to perform their job duties satisfactorily.

National Curriculum Framework for Teacher Education (NCTE) and Peace

Education

The teacher education curriculum of 1978, 1988, and 1998 put emphasis upon the role
of teachers as catalysts in promoting social sensitivity, tolerance, co-operation, democratic
and secular values, national integration, international understanding and so forth. However,
the present situation and the problems and challenges that are experienced by teachers within
the course of performance of job duties indicate that teacher education programs have not
been well-organized in providing efficient knowledge and information to the students. It is
essential to equip teachers with human qualities to promote peace education in schools. In
addition, the teacher education programs need to be taken into consideration to equip teachers
both through pre-service and in-service education for peace education.

National Curriculum Framework for Teacher Education 2009

National Curriculum Framework for teacher education, 2009, published by NCTE

states that peace provides an integrating principle for value orientation of education. In order
to bring about improvements in the overall quality of lives, it is necessary to attain
understanding regarding peace education. It is a comprehensive viewpoint that to enhance
one’s career prospects, make effective decisions, maintain good terms and relationships with
others, achieve personal and professional goals and incur the feelings of pleasure and
contentment, it is essential for the individuals to not only understand peace education, but
also make use of it in the implementation of other tasks and functions. Learning of various
subjects and concepts takes place in schools. Therefore, it is apparent that when teachers will
be well-equipped with knowledge in terms of peace education, they would be able to provide
them to the students. Through peace education, the teachers and students will be able to
construct environments, where they can work in collaboration and integration with each other
in enriching academic learning.

Stage Specific Approaches of Peace Education

Peace education is important for each and every individual. Since the early childhood
stage, individuals are provided with information in terms of peace education. The stage
specific approaches to peace education are recognized in terms of early childhood,
elementary stage, secondary and senior secondary stage, higher education stage and adult
stage (Bharatidasan University, n.d.).

Early Childhood Stage

During the early childhood stage, it is of utmost significance to make provision of

adequate knowledge in terms of peace education. During this stage, the development of brain
takes place and children acquire understanding of the concepts in a rapid manner. What is
learned at this stage, usually remains for a long period of time. The individuals develop gross
motor, fine motor and cognitive skills. During this stage, the children are taught by their
parents that beyond their home also there is a world, with which they need to interact with.
They are taught, they need to wait for their turn, give others a chance, communicate with
others in a peaceful manner, control the feelings of anger and frustration and be respectful
and considerate to others. Furthermore, they are also taught to possess a sharing nature and
not depict untidiness. Within home as well as in schools and classrooms, it is essential to
create a conducive environment. When children observe that their family members, teachers
and other students are communicating in a friendly manner, they will also develop this trait.
Hence, when children generate awareness in terms of good manners and etiquettes, they
render a significant contribution in promoting a peaceful environment.
 Elementary Stage

The next stage is the elementary stage. During this stage, children form their own
viewpoints and perspectives and develop interest in various areas. They are normally unable
to make own decisions and depend upon their parents. The children at this stage too are
provided with knowledge and information that they need to realize their duties and
responsibilities. They are allowed to get engaged in play and recreational activities, but need
to render a wholehearted contribution towards their studies. Understanding of peace
education can be augmented among them by imparting to them information in terms of
various aspects. These include, effective communication skills, being respectful towards
elders, recognition of dignity of labour, honesty, truthfulness, sharing nature, morality and
ethics, tolerance, regularity, punctuality, co-operation, responsibility, diligence and
conscientiousness. When the children realise their responsibilities, generate desired academic
outcomes, meet the expectations of parents and teachers, they contribute in the creation of
peaceful environment by acquiring appreciation from them. In addition, at this stage, children
are also taught to manage finances in an appropriate manner and not be dependent upon their
parents for each and everything. They need to keep control on the feelings of anger and
frustration and ensure their actions do not prove to be disadvantageous to others.

Secondary and Senior Secondary Stage

In the secondary and senior secondary stage, the students generate awareness in terms
of themselves, are able to make decisions and differentiate between appropriate and
inappropriate. They are on the threshold of attaining independence, but still need to hone their
competencies and aptitude. They are usually provided with independence by their parents, but
are required to seek ideas and suggestions from them, before getting engaged in any tasks and
activities. During this stage, the skills for rational thinking, communication and self-
discipline are tested. But training needs to be provided to them to resolve the occurrence of
conflict resolutions through dialogue and negotiation. They need to ensure that conflict
resolution methods needs to be put into practice in a peaceful manner.

Research has indicated that during this stage, in some cases, individuals get engaged
in acts, which may impose detrimental effects upon them as well as their families. In other
words, they may get engaged in violent and criminal acts. The occurrence of these acts are
the major impediments within the course of promotion of peaceful environment. Hence, it is
vital for parents as well as teachers in schools to provide them efficient training in terms of
practicing good and ethical behavioural traits. It is important to train them in terms of being
not only the recipients of peace but also active makers of peace, who can think of others and
provide them assistance.

Higher Education Stage

After the completion of senior secondary education, the individuals get enrolled into
higher educational institutions to pursue Bachelors, masters and doctoral programs. Though
higher education is optional, but the individuals have recognised its significance and are
getting enrolled in higher educational institutions. During this stage, they usually make
selection of the subject area of their interest. Research has indicated that in colleges and
universities, individuals get engaged into criminal and violent acts and as a result experience
dire consequences. In the stage of higher education, individuals in most cases are concerned
in terms of their careers. They render a wholehearted contribution towards the
implementation of tasks and activities, which would enhance their career prospects.

In higher education stage, teachers serve as the role models of their students. Though
the students are independent and put into practice the learning methods in accordance to their
interests and abilities, but they learn from teachers the strategies required to achieve the
desired academic outcomes. The teachers need to be aware of the effect of their behaviours
on students. During this stage, the international understanding, universal brotherhood, human
rights awareness, crisis and conflict management skills could be taught along with their
syllabus. The special elective subjects and major branch of studies in peace education courses
would be more beneficial to the students at higher educational level.

Adult Stage

Adults are the ones, who are more aware of significance of peace in society. They
normally possess the viewpoint that when individuals are required to promote their well-
being and achieve personal and professional goals, the first and foremost step is to promote a
peaceful society. The individuals should maintain peaceful terms and relationships with each
other and put into practice measures to curb conflicts and violence. As society continue to
learn and develop their competencies in relation to the new challenges and realities ahead.
Adult education plays an important role in meeting the demands within the interconnected
and globalized world. Investment in adult education plays a critical role in supporting a
society’s capacity to bring about transformations. In the present existence, one is residing in
community to enable the individuals to realize their complete potential, by drawing a link
between their individual experiences and relating it to the comprehensive structural factors
around them. Furthermore, development of self-confidence, social awareness, cultural
understanding, communal harmony and prosperity among adult education curriculum would
help in inculcating peace within the mind-sets of adults. The adults also in turn impart
information regarding peace education to other individuals, within as well as outside the
home.

Tools for Peace Education

There are multiple approaches, who make an attempt to provide solutions to various
problems, particularly the ones that impose barriers within the course of occurrence of peace
education. Finding sustainable solutions to these problems, has never been more pressing,
such as, population pressure, violence and environmental degradation (Peace Education
Program, n.d.). It is vital to acquire an understanding of tools that are necessary to promote
peace education. The tools for peace education have been stated as follows: (Peace Education
Handbook for Educators, n.d.).

Reflecting upon Behaviour – It is important to reflect upon one’s behaviour,

particularly when the individuals are dealing with each other or are implementing tasks or
activities that concern not only themselves but also others. One should understand the
emotions of others and implement the actions and behavioural traits that would prove to be
advantageous to them. Hence, ethical and moral behavioural traits would help the individuals
in achieving their goals and objectives.

Building Self-Confidence – Peace education is promoted by feeling comfortable with

oneself. One should be well-aware of all the methods and strategies that are necessary to
promote peace education and possess self-confidence. It is necessary for the individuals to
overcome the feelings of vulnerability and apprehensiveness, particularly when they aim to
spread peace education among the community members.

Promoting Co-operation and Integration – The individuals cannot work in seclusion.

It is essential for them to develop mutual understanding and work in co-operation and
integration with others. Creating a positive atmosphere, where everyone is respected, trusting
the participants and valuing their opinions is essential for promoting co-operation and
integration.
 Promoting Critical Thinking – Critical thinking involves making an attempt to acquire
an understanding of the strategies and actions that need to be put into operation to promote
peace education. When the individuals are practicing with participants, they need to provide
answers to why, who and how questions. Promotion of critical thinking is done to devise new
solutions.

Promoting Active Listening – Communication is regarded as an integral aspect,

particularly, when individuals are putting into operation, strategies and approaches. They
need to communicate with each other and actively listen to the ideas and suggestions that are
given by them. In some cases, ideas and perspectives given by others is accepted, whereas in
others, when one feels, they are not worthwhile, they may not be accepted, but it is vital for
individuals to promote active listening.

Getting to Know Each Other – When the individuals are working with each other,
they need to know each other well. As when individuals are well-known, they feel
comfortable, while working with each other. The individuals need to be aware of each other’s
natures, perspectives and backgrounds. Hence, when they know each other, they are able to
carry out their job duties in a well-organized manner.

Equal Rights and Opportunities – All individuals should be provided with equal
rights and opportunities. When equal rights and opportunities are provided to individuals,
they usually feel contented and are able to promote a peaceful environment. On the other
hand, discriminatory treatment leads to occurrence of violence and conflicting situations
within the society.

Sharing Narratives – The sharing of narratives are referred to sharing of experiences

and other life situations. When one has experienced an incident that enables the individuals to
develop the feeling that they are not living peacefully and undergo problems and challenges
that impede their peaceful existence, they have the main objective of seeking solutions to
their problems and promoting a peaceful environment.

Developing Creativity – It is essential for the individuals to develop creativity in not

only the implementation of tasks and activities, but also in their thinking. Development of
creativity enables the individuals to render a significant contribution in carrying out their
tasks appropriately and generating the desired outcomes.
 Inculcating Diligence and Conscientiousness – It is vital for the individuals to
inculcate the traits of diligence and conscientiousness. Diligence and conscientiousness
enables the individuals to develop awareness in terms of modern, and innovative methods.
They conduct research in terms of causes of conflicts and violence and what kinds of
measures and approaches need to be put into operation to promote peace.

Conclusion

Peace education is a comprehensive concept. One can attain an efficient

understanding of peace education through implementing methods and strategies, that would
contribute in creation of a peaceful environment and resolving the occurrence of conflicts and
disputes. When the individuals, understand the significance of peace education and strategies
that are needed to implement it, they are able to maintain good terms and relationships with
others, achieve personal and professional goals and are able to sustain their living conditions
better. The major concepts which highlight the development of peace education within the
Indian framework are, peace education in ancient education world, commissions and
committees formed after independence, school education, National Curriculum Framework
(NCF) 2005, Position Paper - National Focus Group on Education for Peace (NCERT),
National Curriculum Framework for Teacher Education (NCTE) and Peace Education and
National Curriculum Framework for Teacher Education 2009. The stage specific approaches
to peace education are recognized in terms of early childhood, elementary stage, secondary
and senior secondary stage, higher education stage and adult stage.

The tools for peace education are, reflecting upon behaviour, building self-
confidence, promoting co-operation and integration, promoting critical thinking, promoting
active listening, getting to know each other, equal rights and opportunities, sharing narratives,
developing creativity and inculcating diligence and conscientiousness. Peace education
generates awareness among individuals that conflicts and violence are unacceptable within
society. They lead to misery, despondency and even effects the health of the individuals,
physically and psychologically. Therefore, when the individuals generate information in
terms of peace education, they are able to make their living conditions productive.
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