Peace education is the process of acquiring the values, the knowledge and developing the attitudes, skills, and behaviours to live in harmony with oneself, with others, and with the natural environment.

3. Economics: Peace is the eradication of poverty. It is the economic
wellbeingness of people
Politics: Peace is the outcome of democracy. Peace results
from good governance (power)
Anti-military: Stop war and there is peace
Law: Peace is law and order
Social harmony: Resolve conflicts between diverse
groups. Integrate such groups together through fair
distribution of justice

4. The word peace is mostly used in a narrow sense to mean absence
of war. It should mean not only absence of war, but violence in all
forms such as conflict, threat to life, social degradation,
discrimination, oppression, exploitation, poverty, injustice and so
on.
Peace cannot be built as long as violent social
structures exist in society. Naturally such
structures will lead people to act violently. For
instance, an unfair system of resource
distribution in a society leads to frustration of
those who get less.
Frustration leads people to
violence. Absence of all such
unhelpful factors to a good life can
be called negative peace.

6. Presence of happiness, health, content and good economy,
social justice, and freedom for expression, creativity and
support for personal growth at all levels are elements of peace.
It could be named as positive peace.

7. Inner
Peace
Social
Peace
Basic
sources
of Peace
Peace
with
Nature

8. Inner peace is peace with self. One, ‘whose mind
remains calm in the middle of sorrows, whose thirst
for pleasure has altogether disappeared, and who is
free from passion, fear and anger’ is said to have
achieved inner peace. For example, harmony and
peace with oneself, good health, and absence of inner
conflicts, joy, sense of freedom, insight, spiritual
peace, feelings of kindness, compassion, and content,
appreciation of art.

9. Social peace is ‘learning to live together’. For example,
peace between man and man, harmony arising from human
relationships at all levels, conflict compromise and
resolution, love, friendship, unity, mutual understanding,
acceptance, co-operation, brotherhood, tolerance of
differences, democracy, community-building, human rights,
morality.

10. Planet earth is the cradle of human civilization.
Symbolically, she is the mother earth. Peace with
nature implies stopping the violation of her dignity
through environmental and ecological degradation,
exploitation, etc. For example, harmony with natural
environment and mother earth.

11. Peace is the behaviour that encourages harmony in the way
people talk, listen, and interact with each other and discourages
actions to hurt, harm, or destroy each other -Theresa M. Bey and
Gwendolyn Turner (1995).

12. It should also be globally relevant.
Concept of Peace Education
Peace education is more effective and meaningful when it
is adopted according to the social and cultural context and
the needs of a country.
It should be enriched by its cultural and spiritual
values together with the universal human values.

13. 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
Peace education is holistic. It embraces the physical, emotional, intellectual, and social
growth of children within a framework deeply rooted in traditional human values. It is
based on philosophy that teaches love, compassion, trust, fairness, co-operation and
reverence for the human family and all life on our beautiful planet

14. Peace education is skill building. It empowers children to find creative and non
destructive ways to settle conflict and to live in harmony with themselves, others, and
their world . . . . . . Peace building is the task of every human being and the challenge of
the human family

15. Peace education is a remedial measure to protect children from falling into the
ways of violence in society. It aims at the total development of the child.
It tries to inculcate higher human and social values in the mind of the child.
In essence it attempts to develop a set of behavioural skills necessary for
peaceful living and peace-building from which the whole of humanity will benefit.

16. Peace and education are inseparable aspects of
civilization.
No civilization is truly progressive without education and
no education system is truly civilizing unless it is based on
the universal principles of peace.
However, our educational institutions—families, schools,
and communities—have become increasingly conflicted
and violent.

17. Interdisciplinary subject
Peace education need not be imparted as a
separate subject in the timetable.
•To create in the learner the awareness, knowledge and sensitivity regarding issues
that deal with war and peace; power and justice; gender and race; ecology and
environment; conflicts, etc.
•To develop skills in critical thinking and problem solving/conflict resolution, empathy,
assertiveness, sharing and cooperation.
•To instil in the learner the attitude of self-respect and self-esteem, respect for others,
open-mindedness and vision, environment concern, commitment to justice, etc.
•To work out strategies which are effective in handling violence and establishing peace
within and outside the organization.

18. To help students develop knowledge and understanding of:
•World Heritage sites as a testimony of peace, human rights
and democracy,
•The importance of racial non-discrimination, tolerance and
respect for all people and their cultures.
Knowledge

19. To encourage students to:
•Respect other people and their cultures, and
motivate them to search for peaceful conflict
resolution in their lives,
Attitudes

21. To achieve peace
•To conduct community and social development projects
•To offer international web-based Education for Peace
•To establish a comprehensive on-line library
•To conduct research on the principles of Education for Peace and
make the findings available globally;
•To develop curricula of Education for Peace
•To train educators and Education for Peace specialists to use their
knowledge and expertise in pursuit of peace through peace
education;
•To offer expert consulting services

23. Instil a desire for peace and to detest war and violence
Understand the meaning of co-existence.
Reduce differences between people of various states in India
and other countries.
Accept each other’s religion. Introduction to holy books and
prayers are important parts of peace education.
Values of compassion and equality are transmitted through
role play and skits.
Yoga and meditation are useful techniques learnt to acquire
inner peace
Learn to adapt with nature

24. •Could focus on value foundations for personality formation
•Development of social skills necessary to live together in
harmony.
•To enable students to understand the value-foundations of
peace.
•The need to promote skills for the peaceful resolution of
conflicts.

25. •Could be enabled to view the culture of peace from the perspective
of Indian history, philosophy, and culture.
•Education for peace could focus more on citizenship education.
•A brief introduction to the basic features and culture of the
Constitution
•The various challenges to national unity
•The main emphasis here must be on promoting an attitude of
respect for diversity and difference.
•Students also need to be made aware of the various obstacles to
unity.

26. understanding the logic, modes and
expressions of violence;
 skills for understanding of issues; and
developing a global perspective on peace.

27. •Students can develop skills for peacemaking by including peace issues
in debates, seminars, and audio visual shows.
•Participation of children in role-plays, dramas, composing peace poems,
peace songs, etc.
•Participation in various days observed internationally
•To help develop sensitivity towards others, children could be encouraged
to visit homes for senior citizens, disadvantaged groups, etc. and enabled
to develop an interest in their welfare.
•Religious festivals and national days could be celebrated in the school
and in the neighbourhood.
•Story-telling sessions and discussions could be held to promote
tolerance and understanding

28. Set up peace clubs and peace libraries in schools.
Create a pool of films
Choose the media as a stakeholder in education for peace
The electronic media can be used to broadcast peace programmes in schools
Organise programmes to promote the attitude
of respect and responsibility towards women
Organize district-level peace festivals
for school students
Facilitate short-term exchanges between students from various streams
Encourage and enable students to serve as
volunteers in peace projects
Organise workshops in education for peace
for teachers, principals and parents
A nationwide campaign to
eradicate corruption
Suggestions

29. Raise awareness concerning the need to
improve the institutional culture of schools
Establish and strengthen teacher–parent links
Curriculum design needs to be informed by a
holistic approach to education for peace
The school atmosphere must be kept free
from violence of every kind
Prepare and make available to every school a
manual on the causes and cures of violence in
schools: its many forms (verbal, psychological,
physical, criminal, and structural) and the
practical steps to reorient school life to the
culture of peace

30. Some of the basic assumptions that shape the
approach to education for peace are:
•Schools can be nurseries for peace;
•Teachers can be social healers;
•Education for peace can humanize education as a
whole;
•The skills and orientation of peace promote life-
long excellence; and
•Justice is integral to peace

31. Individual or self-
development level
School or community level
National level
Global level

32. Individual or self-
development level

33. School or community
level
To have a peaceful climate, i.e. a peace culture.
Peace has to be caught rather than be taught
Initiating a peaceful culture in school should start from within the staff
Developing a friendly and mutually respectful teacher-pupil relationship
Teacher-centred classroom approach to child-centred learning
Interesting teaching and learning methods in a friendly and lively atmosphere

34. National level
To focus on the citizenship education
It is an integral part of peace education
learning and understanding the current socio-political and economic
problems and issues is also important
Students as future citizens need to develop healthy and realistic
perspectives to view problems in the society

35. The Fundamental Duties (Article 51A) enshrined in the Indian Constitution exhorts, among
others, all Indian citizens to
1. To promote harmony and the spirit of common brotherhood amongst all the
people of India transcending religious, linguistic and regional or sectional
diversities; to leave practices insulting to the dignity of women;
2. To value and preserve the rich heritage of our composite culture;
3. To protect and improve the natural environment including forests, lakes,
reserves, wildlife and to have compassion for living creatures;
4. To safeguard public property and reject violence.

36. Global levelThe ultimate purpose of education is to
produce a world citizen.
Children have to develop a sensible worldview
The school can select current issues; generate discussions and debates on world
issues to raise the global awareness in the students. Some such issues are:
•Commonality and diversity of human
cultures
•Population
•Destruction of the ecosystem/pollution
•Gender issue
•Racism
•World poverty
•Problem of war/terrorism
•Trading relationship
•World cultures
•Animal rights/animals threatened by
extinction

37. Designing Peace Education Programme
Schools can:
•Develop a more humanistic management approach.
•Improve human relations between, teacher-student, teacher-teacher, student-
student, etc.
•Help develop good attitudes in students and teachers as well, e.g.co-operation,
mutual respect.
•Help healthy emotional development in students.
•Facilitate socialization through participation in interactive and cooperative learning
activities
•Improve students’ discipline and moral behaviour.
•Develop creativity both in students and teachers.
•Improve standard of quality of teaching and learning.