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Education for Peace:

We live in an age of unprecedented levels of violence, with constant threats posed by intolerance, fanaticism, dispute and discordance. Ethical action, peace and welfare are facing new challenges. War and violence occur due to unresolved conflicts, though conflicts may not always lead to violence and war. Violence is one of the many possible responses to conflict. Non-violent conflict-resolution skills could be nurtured and applied constructively to disputes between the individuals, groups and nations. The space for peace education within the framework of National School Curriculum document is compellingly clear in the light of the escalating trends of, and taste for, violence globally, nationally and locally. Education is a significant dimension of the long-term process of building up peace – tolerance, justice, intercultural understanding and civic responsibility. However, education as practised in schools often promotes forms of violence, both real and symbolic. Under these circumstances, the need to reorient education and therefore the school curriculum takes priority. As a value, it cuts across all other curricular areas, and coincides with and complements the values emphasised therein. It is, therefore, a concern cutting across the curriculum and is the concern of all teachers. 

Education for peace seeks to nurture ethical development, inclucating the values, attitudes and skills required for living in harmony with oneself and with others, including nature. It embodies the joy of living and personality development with the qualities of love,hope and courage. It encompasses respect for human rights, justice, tolerance, cooperation, social responsibility, and respect for cultural diversity, in addition to a firm commitment to democracy and non-violent conflict resolution. Social justice is an important aspect of peace education. The concern for equality and social justice, which refers to practising non-exploitation towards the have-nots, the poor and the underprivileged and creating a non-violent social system, is the hallmark of education for peace. Similarly, human rights are central to the concept of peace. Peace cannot prevail if the rights of individuals are violated. Basic to human rights are the values of non-discrimination and equality, which contribute to building a culture of peace in society. These issues are inter related. Peace education is thus a host of overlapping values. 

Peace education must be a concern that permeates the entire school life – curriculum, co-curriculum, classroom environment, school management, teacher-pupil relationship, teaching-learning processes, and the entire range of school activities. Hence, it is important to examine the curriculum and examination system from the point of view of how they may contribute to children's sense of inadequacy, frustration, impatience and insecurity. Also, the need to consciously counter the negative influence of the increasing violence around them, and its representation in the media, on the minds of children, and in its place promote a reflective engagement with more meaningful aspects of living an ethical and peaceful life. Education in the true sense should empower individuals to clarify their values; to enable them to take conscious and deliberate decisions, taking into consideration the consequences of their actions; to choose the way of peace rather than violence; to enable them to be makers of peace rather than only consumers of peace.

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DSSSB, CTET & KVS Exam Preparation | Clear CTET: Education for Peace
Education for Peace
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