Status of Peace Education in the Curriculum

1. PEACE EDUCATION
Status of Peace Education in the
Curriculum
By
M.VIJAYALAKSHMI
Assistant Professor

2. Unit – 1: Introduction
1.1 Introduction to Peace Education - Meaning
and Concept of Peace
1.2 Need for peace education- Aims and
Objectives of Peace Education
1.3 Status of Peace education in the curriculum
1.4 Organizations for Global Peace.

3. 1.3 Status of Peace Education in
the Curriculum

4. • Proposal of National Curriculum Framework
on Peace Education
• Human Rights Education could be a
Conscious Process of Peace Education
• Peace Education as a Value Promoting
Process
• Peace Education is a Source of Self-
development
• Peace Education instills Peace Culture
• Peace Education affords Citizenship
Education

5. • Peace Curriculum and Teaching Learning
Process
• Peace Curriculum and the Need for
Preserving and Protecting Environment
• Peace Curriculum needs to be a
Conscious Effort
• Educating for Peace: An Analysis
• Peace Education oriented towards
Integrated Personality

6. Proposal of National Curriculum
Framework on Peace Education
• To bring about peace-orientation in
individuals through education
• To nurture in students the social skills
and outlook needed to live together in
harmony
• To reinforce social justice, as envisaged
in the Constitution

7. • The need and duty on propagate a
secular culture
• Education as a catalyst for activating a
democratic culture
• The scope for promoting national
integration through education and
• Education for peace as a lifestyle
movement

8. Human Rights Education could be a
Conscious Process of Peace Education
• It is essential to the development of peace-
making capacities and should be integrated
into all forms of Peace Education
• Learners are provided with the knowledge
and opportunities for specific corrective
action that can fulfill the prescriptive
requirements of education for peace

9. Peace Education as a
Value Promoting Process
• Values Education – (Malaysia and Philippines)
• Citizenship Education (USA)
• Education for Mutual understanding (Ireland)
• Development Education (UNICEF)
• Primary and Pre-primary teachers – for ages 4 –
10
• At different levels such as individual or self-
development level, school or community level,
national level and global level – adopted as an
interdisciplinary model

10. Peace Education is a
Source of Self-development
• Building an effective, integrated personality
in the child with positive self-esteem
• To live peacefully, an individual has to have
many skills, like those related to
affirmation, positive thinking, empathetic
listening and communication, assertive
behaviour, decision-making and critical
thinking, etc

11. Peace Education instills Peace Culture
• At School level
• Peace culture – start from staff
• Teacher – pupil relationship
• Curriculum

12. Peace Education affords
Citizenship Education
• At the National level
• Global level
Commonality and diversity
of human cultures
World poverty
Population Problem of war/terrorism
Destruction of the
ecosystem/pollution
Trading relationship
Gender issue World cultures
Racism Animal rights/animals
threatened by extinction

13. • Sarvepalli Radhakrishnan
• “We must will peace with our
whole body and soul, our
feelings and instincts, our flesh
and its affections”

14. Peace Curriculum and
Teaching Learning Process
• Dr. Martin Luther King Jr. –
• “The choice is not between nonviolence and
violence but between nonviolence and
nonexistence”
• Curriculum –
• Experiential learning – to acquire values,
attitude and skills – internalization
• Cooperative learning
• Policy makers, academicians and educationists,
teachers – trained for the task

15. Peace Curriculum and the Need for
Preserving and Protecting Environment
• Direct link – Peace Education and
Environmental Education
• Destruction of the earth’s natural
environment – form of colossal violence
• Nowadays – schools – intellectually dead –
far from reality
• Status – not still learned and practiced

16. Peace Curriculum needs to be a
Conscious Effort
• 4 years age – happiness, friendship,
sharing, cooperation, gentleness,
concern for others, love, helpfulness
and kindness
• Have a powerful, lifelong influence
• Higher age levels – unity of humankind,
truthfulness, forgiveness and love, unity
and peace

17. Educating for Peace: An Analysis
• Creative teachers only introduce Peace
Education into their classes
• 4 – 5 hours per week
• Pedagogy for peace intends to create attitudes,
skills and knowledge amongst students
• Stresses upon the development of qualities such
as democratic citizenship, tolerance, concern for
others, cooperating, responsibility, commitment
to social justice in students

18. Peace Education oriented towards
Integrated Personality
• Primary and secondary teacher
education syllabuses – very little content
• State educational agencies, teacher
education institutions and university
departments of education – vigorous
advocacy
• Possible by NCTE – statutory body – UGC
and NCERT

19. • Co-curricular activities, project work, working
with the community, observance of United
Nations Day, observance of Human Rights
Week, research on human rights violations in
the community – integrated in the
educational institutions
• Particular courses - different themes of Peace
Education – developed and offered in schools
• Open –minded
• Plural society – India – own context and
specificity

20. Sources are taken from
•Slidesharenet.com
•Web sources

21. THANK YOU