international journal of education for the 21st century

ISSN : 2349-5774

INTERNATIONAL JOURNAL OF EDUCATION FOR THE 21ST CENTURY (A Bi-annual/ Peer reviewed/ Multidisciplinary Journal) V OL. 2 ISSUE NO. 1 JANUARY - JUNE 2015

Chief Editor

Ismail Thamarasseri Central University of Kashmir Co-Editor

Prof. Dr. Adam Paul Patteti Maulana Azad National Urdu University

Prasanna Social Service Organisation (PSSO) Regd. Under Societies Registration Act of 1980, Reg. No. 409/2010 Guntur, Andhra Pradesh – 522236, India.

International Journal of Education for the 21st Century., Vol.2, Issue No. 1, Jan - June 2015, ISSN : 2349-5774

INTERNATIONAL JOURNAL OF EDUCATION FOR THE 21ST CENTURY (A Bi-annual/ Peer reviewed/ Multidisciplinary Journal) Vol. 2 Issue no. 1 January - JUNE 2015 ISSN : 2349-5774 Bi-Annual Peer-Reviewed Copy right: © Authors Chief Editor: Ismail Thamarasseri Co-Editor: Prof. Dr. Adam Paul Patteti Editorial Policy: The views expressed by the authors are their own and the editors or publisher is not responsible. Authors are responsible for obtaining permission to reproduce copyright material from other sources. The Publisher assumes no responsibility for any statement of fact or opinion or copyright violations in the published papers. The views expressed by authors do not necessarily represent the viewpoint of the Journal.

Printed and Published By: Dr. Adam Paul Patteti on behalf of Prasanna Social Service Organisation (PSSO), Guntur, Andhra Pradesh – 522236, India, Phone No: +919419016671, E-mail : [email protected] Printed and published at: Vijayawada, Andhra Pradesh, India

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ADVISORY AND PEER REVIEW BOARD ·

Prof. Ashfaque Anjum, Principal, MANUU, College of Teacher Education, Darbhanga, Bihar, India

·

Prof. N. A. Nadeem, Dean and Head, School of Education, Central University of Kashmir, J&K, India

·

Dr. S. Sabu, Principal, St. Gregorios Teachers’ Training College, Meenangadi, Wayanadu Dt., Kerala, India

·

Prof. Dr. T. V. Tulaseedharan, Dean, Faculty of Education, Director, School of Pedagogical Sciences and Syndicate Member, Mahatma Gandhi University, Kottayam, Kerala, India.

·

Prof. Mridula Srivastava, University Dept. of Psychology, BRA, Bihar University, Muzaffarpur India.

·

Dr. Jaki Mumtaj, MANUU, CTE, Aurangabad, Maharashtra, India.

·

Dr. G.M. Susmitha, Dept. of English, Acharya Nagarjuna University, Guntur, Andhra Pradesh, India.

·

Prof. Balaswamy, Head, Dept. of Journalism and Mass Communication, Osmania University, Hyderabad, India.

·

Prof. Sankara Pitchaiah, Dept. of Geology, Acharya Nagarjuna University, Guntur, Andhra Pradesh, India.

·

Mr. Benna Rao Goli, Asst. Professor, Ministry of Manpower, Sultanate of Oman.

·

Mr. S.A. Thameemul Ansari, Asst. Professor, University of Jazan, Saudi Arabia.

·

Dr. Swarupa Rani, Principal, St. Joseph’s College of Education, Guntur, India.

·

Dr. Anu. G.S, Asst. Professor, Dept. of Teachers Education, Central University of Himachal Pradesh, India.

·

Dr. Mahmood Shihab K.M., Principal, Ansar Training College for Women, Perumbilavu, Trissur, Kerala, India

·

Mr. Ajithkumar C, Asst. Professor, School of Education, IGNOU, New Delhi, India.

·

Dr. Abdu Raheem, Associate Professor, MANUU, CTE, Aurangabad, Maharashtra, India.

·

Mr. Sajeed Naduthodi, Producer, Educational Multimedia Research Centre (EMMRC), University of Calicut, Kerala, India.

·

Mr. Mohammed Sameem V, Department of Chemical and Petroleum Engineering, United Arab Emirates University, Al Ain, U.A.E.

·

B. Veerraju, Dept. of Political Science, Acharya Nagarjuna University, Guntur, Andhra Pradesh, India.

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CONTENTS Editorial Board List of Contributors Editorial 1. COVERAGE OF SYRIAN REFUGEE CONFLICT: A CONTENT ANALYSIS OF FOREIGN AND INDIAN MEDIA - Dr. J. Madhu Babu , I. Tarakeswara Rao & S. Venkateswarlu 2. ROLE OF MEDIA IN IMPARTING PEACE EDUCATION - Dr. M. Syamala 3. ATTITUDE OF D.ED. STUDENTS TOWARDS CULTURE OF PEACE - Dr. R.Yasoda & Mr. K. Dhanunjay Naidu 4. IMPACT OF CERTAIN YOGIC PRACTICES ON THE VALUE BASED BEHAVIOUR OF PRIMARY SCHOOL CHILDREN - Dr. R. Yasoda & Mrs. P. Kumari 5. PROMOTING PEACE EDUCATION THROUGH USE OF ICT TOOLS - Danish Nadim & Mujahid 6. GANDHIJI’S RELIGION AND STUDENTS - R. Sambasivarao & Dr. N. Rajasekhar 7. HUMAN RIGHTS ABUSES IN JAMMU AND KASHMIR - Mohammad Amin Rather 8. GLOBALIZATION, PRIVATIZATION, LIBERALIZATION AND PEACE EDUCATION - V. Gnanavel & P. Chitra 9. LIFE SKETCH OF HIS HOLINESS DALAI LAMA AND HIS CONTRIBUTIONS TO PEACE EDUCATION - Jalli Pothuraju & Dr. G. Yashoda 10. SIGNIFICANCE OF PEACE EDUCATION IN PRESENT SCENARIO - M. Srinivasa Rao 11. ONLINE FREE ANTI-PLAGIARISM TOOLS: A COMPARATIVE STUDY - Javaid Ahmad Bhat & Sofi Gh Mohiuddin Jeelani 12. PSYCHOLOGICAL ASPECTS OF PEACE EDUCATION - Ch. Asha Latha & Dr. Sudarsan Raju Chandolu 13. THE REAL PURPOSE OF EDUCATION - Dilip Bathena 14. PROBLEMS FACED BY FIRST GENERATION STUDENTS IN HIGHER EDUCATION - Ulfat Ali Lone 15. AN APPROACH TO EDUCATION FOR PEACE: CONCEPTS AND CONCERNS - V. Roshan Virgil & K. Bharathi 16. PROMOTING PEACE EDUCATION - R. Aravind Kumar & K. Suresh Kumar 17. PEACE EDUCATION AND CONFLICT ANALYSIS - Dr. I. Victoria Susan & N. Veera Vasantha Kumari 18. SIGNIFICANCE OF PEACE AMONG INDIVIDUAL AND YOUNG MINDS - Kiran Babu Polanki & Donekham Xaythiraj 19. PLACE OF EDUCATION IN BUILDING PEACE - P. Charles 20. ATTITUDE OF B.Ed. COLLEGE STUDENTS TOWARDS YOGA EDUCATION - Mr. T. Sanjay Babu & Dr. Yeasmin Sultana 21. A STUDY ON YOGA AND PEACE EDUCATION AWARENESS AMONG B.Ed STUDENTS - Dr. P. Madhava Rao & Dr. M. Rajendra Nath Babu 22. THE KERALA MODEL DEVELOPMENT OF EDUCATION : AN APPRAISAL - Ismail Thamarasseri Guidelines for Contributors Copyright and Authorization form

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LIST OF CONTRIBUTORS 1. Dr. J. Madhu Babu , Asst. Professor, Dept. of Journalism and Mass Communication, Acharya Nagarjuna University, Guntur, AP. 2. Tarakeswara Rao , Research Scholar, Dept. of Journalism and Mass Communication, Acharya Nagarjuna University, Guntur, AP. 3. S. Venkateswarlu . Research Scholar, Dept. of Journalism and Mass Communication, Acharya Nagarjuna University, Guntur, AP. 4. Dr. M. Syamala 5. Dr.R.Yasoda, Asst.Professor, Dept. of Education & HRD, Dravidian University, Kuppam, 517426, A.P. 6. Mr.k.Dhanunjay Naidu, Research Scholar, Dept. of Education & HRD, Dravidian University, Kuppam, 517426, A.P. 7. Dr.R.Yasoda, Assistant Professor, Department of Education, Dravidian University, Kuppam-517425, Chittoor district, Andhra Pradesh, India. Mobile No:9492938632 8. Ms. P.Kumari, Ph.D Research Scholar, Department of Education, Dravidian University,Kuppam-517425, Chittoor district, Andhra Pradesh, India, Mobile No: 9492071500 9. Danish Nadim, Research Scholar (Ph.D) Department of Education & Training, Maulana Azad National Urdu University (Central University), Hyderabad-500032, Email Id: [email protected] 10. Mujahid, Research Scholar (M.Phil), Maulana Azad National Urdu University (Central University), Hyderabad-500032 , Email Id: [email protected] 11. R. Sambasivarao, Assistant Professor, University College of Education, Adikavi Nannaya University Adikavi Nannaya University Rajahmundry, A.P. 12. Dr. N. Rajasekhar, Assistant Professor, Department of Politics, University Adikavi Nannaya University Rajahmundry, A.P.

Adikavi Nannaya

13. Mohammad Amin Rather, State President “Jammu and Kashmir” Human Rights & Anti Corruption Forum 14. 13. V.Gnanavel, Asst. Professor, Siga College of Educaton, Scholar in Tamil Nadu Teacher Education University.

Villupuram . Ph. D

15. P. Chitra, Asst Professor , E.S. College of Education , Villupuram. Ph.D Scholar T.N.T.E.U 16. Jalli Pothuraju , Corresponding Author: Research Scholar, Dept. of Education, Acharya Nagarjuna University, Nagarjuna Nagar, Guntur-522510. Email: [email protected]. 17. Dr. G. Yashoda , Asst. Prof., Dept. of Education, Acharya Nagarjuna University, Nagarjuna Nagar, Guntur-522510. 18. M. Srinivasa Rao, Research Scholar (JRF), Department of Education, ANU

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19. Javaid Ahmad Bhat ([email protected]) 20. Sofi Gh Mohiuddin Jeelani, Kashmir University, Department of Library & Information Science, [email protected] 21. Ch. Asha Latha, Research Scholar, Dept. of Telugu, Andhra University, Visakhapatnam530003, Andhra Pradesh, India. Phone: 09441466643. e-mail: [email protected] 22. Dr. Sudarsan Raju Chandolu, Principal, College of Education, 9-41-41/14, SF-2, Anjana Towers, Pithapuram Colony, Andhra University-Post, Visakhapatnam-530003, Andhra Pradesh, India. e-mail: [email protected] ; Phone: 09491171819. 23. Dilip Bathena, National Institute of Rural development, MA (Sociology), PG Diploma (Rural Development). Email: [email protected] 24. Ulfat Ali Lone, Department of Education, Central University of Kashmir, Srinagar, [email protected] 25. V. Roshan Virgil, Research Scholar, Department of Education, Acharya Nagarjuna University, Guntur, E-Mail: [email protected] 26. K Bharathi, Research Scholar, Department of Education, Acharya Nagarjuna University, Guntur. E-Mail: [email protected] 27. R. Aravind Kumar, Research Scholar, Department of Education, ANU 28. K. Suresh Kumar, Lecturer in Political Science, C.R.College, Ganapavaram 29. Dr. I. Victoria Susan, Assist Prof. Dept of Education, ANU 30. N. Veera Vasantha Kumari, Research Scholar, Dept of Education, ANU 31. Kiran Babu. Polanki, M.Ed. Student, Department of Education, A.N.U. 32. Donekham Xaythiraj, M.Ed. Student, Department of Education, A.N.U 33. P. Charles, Research Scholar , Department of Education, Andhra University, Visakhapatnam. E-Mail: [email protected] 34. Mr. T. Sanjay Babu, School Assistant, Sree Valmeeki School, Kadir, Anantapuram (Dt.,), A.P-515 591, [email protected] 35. Dr. Yeasmin Sultana, Assistant Professor, Dept. of Education, Tezpur University, Tezpur, Assam, India- 784028 36. Dr. P. Madhava Rao, Researcher, Dept. of Education, R.S. Vidyapetham, Tirupati, Chittoor (Dt), A.P-517 502. 37. Dr. M. Rajendra Nath Babu, Assistant Professor, Dept. Of Teacher Education, Nagaland University, Kohima Campus, Nagaland-797 004. 38. Ismail Thamarasseri, Assistant Professor, Department of Education, Central University of Kashmir, 190015 - Srinagar, J&K, India, E-mail: [email protected]

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EDITORIAL Dear Reader, In today’s world Conflicts are omnipresent; the anthropogenic world in which we are living has brought range of conflicts right from survival at local level to the continental proportions. The responsibility to such a state of affairs lies at the human perceptions, material pursuits of the individual entrepreneurs, Transnational Corporations (TNCs), Nation States and international organisations like IMF and World Bank with their set of guidelines for the countries who borrowed from these Britton woods institutions. Besides above, the societies across the world are caught in conflicts due to identity based mobilisations. The social groups which experienced exclusion and discrimination in the past are now asserting themselves and reclaiming human space and dignity resulting ruptures getting more pronounced in societies. Democratic system of governance which is supposed to cater for all its constituent elements is now getting narrowed down in its agenda. Due to the expediency of getting periodic majority mandate it has become a government of the majority, by the majority and for the majority. Such notions have brought new dimensions to conflicts in civil societies. As a result the societies are living in disharmony and people are in distrust about each other interests and intentions pursued through policy initiatives in modern democratic systems. Compounded by above state of affairs, the education system has become more and more complicated. Given the demographic explosion and the resources to sustain it, the education system should chart its agenda to make life simple and conducive for the survival of all, but it is getting entangled in complex web of uncertainties and the agenda is hijacked by vested interests who try to impose dominant notions and promote only those models of development which suits their interest. Though the traditional wisdom seeks and teaches us as to how to reconcile with material possession and mental peace it was never sought in praxis. This disconnect has caused explosion in craving for material possessions. Hence, there is a felt need to change the attitude and orientations of the societies to bring harmony, to rationally forecast the consequences of actions and inactions and their bearing on peace and its sustenance at various levels and to bring out its importance to the current and upcoming generations. Prasanna Social Service Organisation brings to the forefront the importance of “Peace Education”, which scaffolds an individual’s endeavour to establish peace on the basis of morality and humanity. Hence, it is important for the civil society to reflect over moral and spiritual issues and to mitigate pain in society. Prasanna Social Service Organisation (PSSO) has taken proactive initiatives highlighting the flashpoints of conflicts and bringing the specialists of the subject on common platform to work out viable solutions for establishing peace. It has provided opportunities for students, teachers and parents to widen the horizons of knowledge and strive to re-establish peace and harmony in society. Towards this end, PSSO in collaboration with Department of education, Acharya Nagarjuna University recently conducted a two-day International Seminar on Peace Education. Education has a transformative potential. It enhances the knowledge and skills of students and scholars for better understanding and also sharing the experiences of people constructively engaged for the betterment of the society. It also hands over the knowledge and basic frame of understanding from generation to generation in the process many paradigms are contested, modified, and alternative paradigms are established. It is a continuous process of learning and unlearning. It is also a process of establishing the veracity claims and counter claims through teaching, training, and research. In the formal curriculum, Education takes place under the guidance of others, but may also be autodidactic. Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education plays a key role in peace making, peace building, and conflict resolution and

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can transform violent conflicts into mutually negotiable thereby laying foundations for better society and inclusive development. Utilizing education constructively for the prevention and transformation of violent conflicts is an important issue for development-oriented peace work. Education is an inescapable tool to understand the circumstances and factors responsible behind the conflicts. This is not simply an ideological statement. It opens a window into the world views of the communities and sustaining ideas of the social groups. It can inter-transfer ideas mutually beneficial to each other and can prevent construction of stereotype ideas about other social groups. Where the opportunity of education has been lost due to conflict, it is not just a loss to the individual, but a loss of social capital and the capacity of a society to recover from the conflict. Education can be part of the problem as well as part of the solution. Policies and practice at all levels within the education system need to be analysed in terms of their potential to aggravate or ameliorate conflict. In societies ridden with ethnic conflicts the rational education has taken a backseat and orthodox ideas were spread in the name of education which caused more bloodshed. There are more potent forces beyond the boundaries of the nation states intended to sustain such redundant and orthodox ideas which are quite opposite to the spirit of collective survival of the human species on the earth. Education should have a far-reaching goal of a holistic learning for economic, social, cultural, and environmental aspects of development. However, at present, education often seems to be contributing to unsustainable living. The educational system is designed for the economic circumstances of the Industrial Revolution, where learners are taught to reproduce and repeat, while being insufficiently stimulated to question their own lifestyles and the systems and structures that promote them. In terms of sustainability, this translates into young people copying the unsustainable models and practices they are seeing around them. Education and the educators must deliberately provide learners the opportunities self-development, capacity for critical reflection, creative thinking, cooperation, positive character, and the skills they need to make conscious choices and search for solutions, not in isolation, but in cooperation with others. The overall goal of the this issue of the journal is to provide a platform for the integration of principles, values and practices of sustainable development into aspects of education and learning that will facilitate behaviour change and create a more peaceful and sustainable future, in terms of environmental integrity, economic viability and a just society for present and future generations. The this issue of the journal will provide a platform for peer-to-peer conversations that address the socialemotional competencies and practices that are vital for coping with the challenges of an increasingly complex work. ‘Education of the heart’ will help foster caring, responsible and accountable global citizens. Cross-cultural conversations help people reach across the things that divide them — nationality, ethnicity, religious affiliation, wars and geography. Apart from peace education this issue also discuss a varied subjects like educational psychology, ICTs, Library Science and more. Happy Reading Editors

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COVERAGE OF SYRIAN REFUGEE CONFLICT: A CONTENT ANALYSIS OF FOREIGN AND INDIAN MEDIA Dr. J. Madhu Babu1, I. Tarakeswara Rao2, S. Venkateswarlu3. Abstract This study examined the coverage Syria Refugee conflict between months of August and October, 2015 in the foreign and Indian media. A quantitative designed based on content analysis was adopted in this research. A purposive sample consisting of two foreign television news channels (BBC and Aljazeera) and two Indian national news dailies (The Hindu and Times of India) were taken. When appeared the shocking picture of the drowned three-year-old Syrian boy, Ayan Kurdi, photographed face down on beach in Turkey, to break the collective heart of the world. The findings of the study, then the world media taking an advocacy and interpretative approach. The peace journalists concentrate on stories that highlight peace initiatives and conflict resolution. Keywords: Refugees, migrations, conflict, peace journalism, conflict resolution Introduction Never before in history has the number of refugees and displaced people within their own country been as high as today. More than four million people have fled Syria since the start of the conflict, most of them women and children. It is one of the largest refugee exoduses in recent history. More than 250,000 Syrians have lost their lives in four-and-a-half years of armed conflict, which began with anti-government protests before escalating into a full-scale civil war. More than 11 million others have been forced from their homes as forces loyal to President Basher al-Assad and those opposed to his rule battle each other - as well as jihadist militants from Islamic State. By June 2013, the UN said 90,000 people had been killed in the conflict. However, by August 2014 that figure had more than doubled to 191,000 and continued to climb to 250,000 by August 2015, according to activists and the UN. Overall, an estimated 12.2 million are in need of humanitarian assistance inside Syria, including 5.6 1

Asst. Professor, Dept. of Journalism and Mass Communication, Acharya Nagarjuna University, Guntur, AP. Research Scholar, Dept. of Journalism and Mass Communication, Acharya Nagarjuna University, Guntur, AP. 3 Research Scholar, Dept. of Journalism and Mass Communication, Acharya Nagarjuna University, Guntur, AP. 2

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million children, the UN says. A report published by the UN in March 2015 estimated the total economic loss since the start of the conflict was $202bn and that four in every five Syrians were now living in poverty - 30% of them in abject poverty. Syria's education, health and social welfare systems are also in a state of collapse. Today, the UNHCR reports 2.1 million registered Syrians in Egypt, Iraq, Jordan and Lebanon, more than 24,000 Syrian refugees registered in North Africa and 1.95 million registered Syrians in Turkey (http://data.unhcr.org, 06.09.2015). Neighboring Countries have borne the brunt of the refugee crisis, with Lebanon, Jordan and Turkey struggling to accommodate the flood of new arrivals (http://www.bbc.com). Background of the refugee crisis For years, the EU kept refugees out of sight and out of mind by paying Libyan dictator Mummer Qaddafi’s government to intercept and turn back migrants that were heading for Europe. Qaddafi was something like Europe's bouncer, helping to keep the potentially significant number of African migrants and refugees from ever reaching the continent. His methods were terrible: Libya imprisoned migrants in camps where rape and torture were widespread. But Europe was happy to have someone else worrying about the problem. But, then came the Arab Spring. In 2011, Libyans rose up against Qaddafi, Europe and the US eventually intervened, and with Qaddafi's regime gone, Libya collapsed into chaos. Though the journey through Libya remained dangerous, it was also suddenly open, making it easier for both refugees and economic migrants from across Africa to use the country's shores as a launching pad for the cross-Mediterranean journey to Europe. At the same time, the Arab Spring also helped lead to Syria's war, and to conflict in Yemen, and eventually to the rise of ISIS in Syria and Iraq. Of course, none of this caused the exodus of refugees from, say, Afghanistan or Myanmar, but the Arab Spring was perhaps the largest single spark of the ongoing, global refugee crisis. Pro-democracy protests erupted in March 2011 in the southern city of Deraa after the arrest and torture of some teenagers who painted revolutionary slogans on a school wall. After security forces opened fire on demonstrators, killing several, more took to the streets. There are two layers to this crisis and why it has grown so dire. The first is the sometimesoverlapping web of wars and crises that has forced millions of people from their homes in the Middle East, sub-Saharan Africa, and elsewhere and that has opened, ever so slightly, a previously closed route to Europe (Amanda Taube, 2015). Reasons for refugees Syria's neighbors are hosting the majority of Syrian refugees, often in camps that lack sufficient food, shelter, or other resources. As the crisis has grown, and particularly as more refugees have left camps in places such as Jordan or Myanmar and set out for wealthier countries, the crisis has also become far more difficult to ignore. It is not merely a matter of swelling numbers of people in far-off refugee camps, although that is happening too, and the camps are in crisis, but of desperate families reaching the shores and borders of Europe. There are a few reasons that refugees have become more willing to brave the journey to Europe. The first is that the crises in their home countries have simply become too dangerous to tolerate. Another is that while many initially fled into camps, those camps have become

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dangerous as well, and offer little future for families who may spend years there. (http://www.vox.com). Media Coverage of Refugee Crisis The photographs of 3-year-old Ayan Kurdi, his lifeless body washed up onto a Turkish beach, forced the current refugee crisis onto front pages, home pages and Face book feeds across the world. In the case of this image it spoke to what's worse than a tragedy, a situation, in a way, those words don’t do justice to. Millions of Syrians and Iraqis have been fleeing strife and persecution, the twin results of civil war and the rise of ISIS in their home countries. That has led to a surge of people seeking refuge and asylum in Europe and such tragedies as the suffocation of 70 people found dead in the back of a truck driven by human traffickers in Austria. But young Ayan's death required a different kind of coverage. Journalists had to stop for a moment and decide how they would handle these images that stir such visceral responses (http://www.npr.org). Europe’s changing attitude in the refugee crisis In the current refugee crisis, the developing nations carry the burden of hosting refugees, but there is an increasing pressure on Europe to host more refugees from Syria. Europe is heavily debating on how to deal with the current refugee crisis, while neighboring countries like Lebanon and Turkey host the majority of the refugees from Syria. There is a remarkable silence from the Gulf States, who are not hosting any Syrian refugees (http://logos.nationaliterest.in). Review of Literature Until 2011, the literature mainly emphasized economic consideration motivated emigration from Syria. However, 2011 has been a turning point year for Syria as both volume and nature of migration from this country changed dramatically. While the world has been witnessing ‘the worst refugee crisis since World War II’ (Amnesty International, 2015), somewhat surprisingly there is limited literature on Syrian refugee crisis. Rather than academic studies empirically focusing on the issue, it is more common to see filed works conducted by regional and international human rights organizations (e.g. Amnesty International,2014,2015; IRD&UNHCR Report,2013; Ajuuni and Kawar,2014; International crisis Report,2014). The first wave of studies descriptively reveals the issue, policy responses of host countries to Syrians and public attitudes towards their new neighbors (Naufal, 2012; Ozden, 2013; Dincer et.al. 2013, Refaat, 2013; Doner et.al. 2013; Thorleifsson, 2014; Achilli2015). While they inform the situation in the camps as long as they can have access and collect data, it is also possible to sense the relation between the non-camp refugees and local people. As the duration and cost of Syrians in host countries increase, scholars diverted their attention to investigate the impact of Syrians on the countries in political, social and economic terms (Al Kilani, 2014; Orsam, 2015; Berti, 2015; Stave and Hillesund, 2015; Akunduz et.al. 2015). While the impact studies claim to approach from the social and political aspects of refugee question, much focus is placed on the financial cost of refugee hosting. In this regard, the importance of international cooperation and burden sharing/responsibility sharing initiatives

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is emphasized as a remedy to deal with the question (Kirisci, 2014; Bidinger et.al. 2014). In addition to these groups, another wave of research conducts specific sectarian analysis of rights of Syrian refugees. The right of education (Christophersen, 2015; Ahamadzadeh et.al. 2014; Education Sector Working Group, 2015), health care (Murshidi et.al. 2013; El Khatib et.al. 2013) and the right of work (ILO, 2015; Bidinger, 2015) are important areas which Syrians face obstacles to access in the countries they seek international protection. These studies try to attract attention on these fundamental rights. Yayalci and Karakus (2015) analyze the perceptions surrounding the Syrian refugees as reflected in the newspapers. The method employed to analyze the news is content analysis. The results of their investigations of the papers reveal that the political standing of the newspapers and their attitudes towards the Turkish government strongly affects the way they reflect the news on Syrian refugees. Objectives 1. To understand the Syrian refugee crisis. 2. To study the consequences of migration to the neighboring countries. 3. To find out the media role in peace resolution. 4. To study the tone of the media about the crisis. Research Methodology The use of the content analysis method to analyze the news reports provides the frame work and ability to address questions that are critical for answering the research questions. Content analysis is the systematic, replicable technique for compressing many words of text into fewer content categories based on explicit rules of coding (Berelson, 1952: Krippondorff, 1980 and Weaber, 1990). Content analysis can able one to look beyond the physicality of text for example, to what text tell them, the conceptions and actions the text encourage (Krippondorff, 2004), and influences made are more systematic, explicit informed and (ideally) verifiable (Krippondorff, 2004). The Sample Frame Work A purposive sample consisting of two Indian English dailies and two foreign TV news channels. The dailies were The Hindu and Times of India and the TV channels are BBC and Aljazeera .The prime consideration in the selection of these media channels was the prominence as reflected in their circulation and viewership. Media channels Indian English news dailies The Times of India: Which tops the English dailies chart is the eleventh most widely read dailies in India across all languages owned by the Bennett, Coleman & Co, it is the flagship company of a group which has been in existence for 150 years it claims it is the world’s most widely circulated English daily news paper. It has a total reader ship of 13,444000.

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The Hindu: The Hindu is ranked third among English dailies with a total readership of 5,140,000. The Hindu started off as a weekly in 1878 and became daily news paper from 1889. The Hindu is based is Chennai with 18 editions. Foreign TV news channels BBC: BBC News is the BBC’s 24-hour rolling news television network in the United Kingdom. The channel launched as BBC News 24 on 9 November 1997. The BBC had run the international news channel BBC World for two and a half years prior to the launch of BBC News 24 on 9 November 1997. Aljazeera Aljazeera channel was launched 1 November 1996 by an emir decree with a loan of 500 million Qatari riyals (US$137 million) from the Emir of Qatar, Sheikh Hammed bin Khalifa. By its funding through loans or grants rather than direct government subsidies, the channel claims to maintain independent editorial policy. The channel began broadcasting in late 1996, with many staff joining from the BBC World Service’s Saudi -co-owned Arabic language TV station, which had shut down in 1 April 1996 after two years of operation because of censorship demands by the Saudi Arabian government. Sampling Procedure: The universe for the study comprises all the issues of the three selected magazines published during the calendar years August 1, 2015 to October 31, 2015. This study was based on the complete census during the 3months time span. Units of Analysis: The units of analysis for this study consisted of News, News story, Photo, Editorial, Editorial Cartoon, Letters-to-the editor, Article/special report, Cartoon. Subject Categories: Keeping in view of research questions and objectives of the study 6 subject categories have been identified. 1. Agony of Refugees 2.Stand of Syrian Govt. 3.Responses by neighboring countries 4. International 5. Conflict resolution by media 6. Responses by other countries. Directional Analysis: A three point’s scale, namely, favorable, unfavorable and neutral was adopted to assess the direction of treatment of the themes. Procedures of measurement The unit of analysis coded into various subject categories, were measured in terms of their frequencies and space in column centimeters and time in seconds. Statistical Techniques Used For analyzing the data, the following statistical measures have been used. Simple percentage, Mean, ANOVA (F-test) and Chi-Square ( ) test of association Data Analysis

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Table-1 Distribution of total frequency and space/time Name of Newspaper

the fr (%)

sp* (%)

Name of the fr Channel (%)

Time** (%)

The Hindu

88 (51.8)

2009 (55.1)

BBC

75 (35.2)

9663 (23.4)

Times of India

82 (48.2)

1635 (44.9)

Aljazeera

138 (64.8)

31621 (76.6)

N=

170

3644

Total

213

41284

Sp*: Space in Column Centimeters, Time**: Time in Seconds During the study period, it was found that The Hindu published highest number of news 88 with 51.8% and space 2009 with 55.1%. Comparatively in news channels Aljazeera telecasted highest number of items 138 with 64.8% and 31621 seconds with 76.6%. Table-2 Distribution of Frequency and Space with News Units The Hindu

Times of India

BBC

Aljazeera

Units of Analysis

fr (%)

sp (%)

fr (%)

sp (%)

fr (%)

time (%)

fr (%)

time (%)

News

35 (39.8)

1280 (63.7)

41 (50)

1316 (80.5)

26 (34.7)

1672 (17.3)

15 (10.9)

1098 (3.5)

News Story

13 (14.8)

599 (29.8)

6 (7.3)

192 (11.7)

39 (52)

5422 (56.1)

75 (54.3)

10344 (32.7)

Photo

33 (37.5)

-

32 (39)

-

-

-

-

-

Editorial

2 (2.3)

80 (4)

2 (2.4)

67 (4.1)

-

-

-

-

Editorial Cartoon

1 (1.1)

20 (1)

-

-

-

-

-

-

Letters to the Editor

4 (4.5)

30 (1.5)

-

-

-

-

-

-

Article/Special Report

-

-

1 (1.2)

60 (3.7)

10 (13.3)

2569 (26.6)

48 (34.8)

20179 (63.8)

Cartoon

-

-

-

-

-

-

-

-

N=

88

2009

82

1635

75

9663

138

31621

Table 2 shows that distribution of frequency and space with news units. During the study period found that The Hindu published highest number of news 88 followed by Times of India 82. Relatively in broadcasting media Aljazeera covered the highest items 138 followed by BBC 75 items. News Times of India gave 41 (50%) better coverage than The Hindu 35 (39.8%. In broadcasting media BBC gave 26 (34.7%) priority to telecast the news on Syrian refugees that Aljazeera 15 (10.9%). In news story The Hindu gave priority to publish 13 (14.8%) that Times of India 6 (7.3%). In broadcasting media Aljazeera telecast 75 (54.3%)

14


compare to BBC 39 (52%). Two news papers published each two editorials. The Hindu published one editorial cartoon in the study period and 4 letters also published The Hindu. Times of India published one article but The Hindu not. In broadcasting media Aljazeera covered highest number of special reports 48 with (34.8%) and 20179 seconds, while BBC telecasted 10 (13.3%) with 2569 seconds. Table-3 Distribution of Frequency and Space with Subject Categories

Category

Agony of Refugees

Stand of Syrian Govt.

The Hindu

Times India

of BBC

Aljazeera

fr

sp

fr

sp

fr

time

fr

time

(%)

(%)

(%)

(%)

(%)

(%)

(%)

(%)

21

425

17

329

20

2810

40

7369

(23.9) (21.2) (20.7) (20.1) (26.7) (29.1) (29)

(23.3)

7

260

5

2107

(7.9)

(12.9) (1.2)

(3.6)

(6.7)

63

13331

1

20

-

-

(1.2)

Responses by 27 570 50 Neighboring Countries (30.7) (28.4) (61)

985

(60.2) (48)

(42.4) (45.7) (42.2)

International Bodies

Conflict Media Responses Countries N=

Resolution

4097

5

100

5

60

7

1015

(5.7)

(5)

(6.1)

(3.7)

(9.3)

(10.5) (8)

(7)

330

6

187

12

1741

9

5323

(11.4) (16)

(18)

(6.5)

(16.8)

54

-

10

1266

(7.2)

(4)

138

31621

by 13

(14.8) (16.4) (7.3) by

36

Other 15

324

3

(17)

(16.1) (3.7)

(3.3)

88

2009

1635

82

-

75

9663

11

2225

Table 3 reveals that distribution of frequency and space with subject categories. The Hindu gave priority to publish responses by neighboring countries items 27 (30.7%) with 570 space than the agony of refugees 21 (23.9%) with 425 space. Times of India gave priority to publish responses by neighboring countries items 50 (61%) while for agony of refugees published 17 (20.7%) with 329 space. At the same time broadcasting media too telecasted more items on responses by neighboring countries. Aljazeera telecasted 63 (45.7%) with 13331 seconds items on responses of neighboring countries while BBC covered 36 (48%) with 4097 seconds. For agony of refugees Aljazeera telecasted 40 (29%) with 7369 seconds while BBC 20 (26.7%) with 2810 seconds

15


Table-4 Distribution of Frequency and Space with Direction Treatment

Tone Favorable

The Hindu

Times of India BBC

fr

sp

fr

sp

fr

time

fr

time

(%)

(%)

(%)

(%)

(%)

(%)

(%)

(%)

51

1104

45

978

50

6869

72

19003

(58)

(54.9) (54.9) (59.8) (66.7) (71.1) (52.2) (60.1)

Unfavorable 34

Neutral

N=

825

32

554

Aljazeera

22

2421

56

11062

(38.6) (41.1) (39)

(33.9) (29.3) (25)

(40.6) (35)

3

80

5

103

3

373

10

1556

(3.4)

(4)

(6.1)

(6.3)

(4)

(3.9)

(7.2)

(4.9)

88

2009

82

1635

75

9663

138

31621

Table 4 shows that distribution of frequency and space with direction of treatment. The Hindu published 51 favorable items with 1104 space, 34 unfavorable with 825 space and 3 neutral with 80 space, while Times of India covered 45 favorable with 978 space, 32 unfavorable with 554 space and 5 neutral with 103 space. In broadcasting media BBC telecasted 50 favorable items with 6869 seconds, unfavorable 22 with 2421 seconds and 3 neutral with 373 seconds. Aljazeera covered 72 favorable items with 19003 seconds, unfavorable 56 with 11062 seconds and 10 neutral with 1556 seconds Table-5 Distribution of Frequency of Subject Categories with Direction Treatment Category

The Hindu

Times of India

BBC

Aljazeera

F

UF

NE

F

UF

NE F

UF

NE

F

UF

NE

(%)

(%)

(%)

(%)

(%)

(% )

(% )

(%)

(%)

(%)

(%)

(% )

Agony of 5 16 Refugees (9.8) (47)

-

6

9

2

10

8

2

14

22

4

(13. 3)

(28. 1)

(40 (20 (36. ) ) 4)

(66. 7)

(19. 4)

(39. 3)

(40 )

Stand of 2 4 Syrian (3.9) (11. Govt. 8)

1

1

-

-

-

-

5

-

(33. 3)

(2.2)

-

-

(8.9)

16


Responses 16 by (31. Neighbori 4) ng Countries

11

-

(32. 4)

24

23

3

(53. 3)

(71. 9)

5

-

Internatio 5 nal Bodies (9.8)

-

Conflict 12 Resolutio (23. n by 5) Media

-

1

6

(33. 3)

(13. 3)

Responses 11 by Other (21. Countries 6)

3

1

3

(8.8)

(33. 3)

(6.7)

N=

34

3

45

51

23

1

30

29

4

(60 (46 (54. ) ) 5)

(33. 3)

(41. 7)

(51. 8)

(40 )

-

-

11

-

-

-

2

7

(11. 1)

88

12

-

(14 ) -

-

10

(15. 3) 2

-

(20 (9.1) ) -

-

-

-

7 (9.7)

-

10

(20 ) -

-

56

10

(13. 9) 32

5

50

82

22

3

75

72 138

Table 5 shows that direction of treatment given to the coverage of the subject categories. Time of India published more number of items on responses by neighboring countries 24 (53.3%) favorable, 23 (71.9%) unfavorable and 3 neutral. While in the Hindu 16 (31.4%) favorable and 11 (32.4%) unfavorable. In broadcasting media Aljazeera reported more number of stories of responses by neighboring countries 30 (41.7%) favorable, 29 (51.8%) unfavorable and 4 neutral items. At the same time BBC 23 (46%) favorable, 12 (54.5%) unfavorable and only one neutral item. Overall Aljazeera covered more number of 72 favorable, 56 unfavorable and 10 neutral items. Table-6 Distribution of Space/Time of Subject Categories with Direction Treatment Category

The Hindu

Times of India

BBC

Aljazeera

F

UF

NE

F

UF

NE

F

UF

NE

F

UF

NE

(%)

(%)

(%)

(%)

(%)

(% )

(%)

(%)

(%)

(%)

(%)

(%)

345

-

156

140

33

1762

788

260

3250

3702

417

(16)

(25.3 (32 ) )

(25.6 (32.5 (69.7 (17.1 ) ) ) )

(33.5 )

(26.8 )

Agony of 80 Refugees (7.2)

(41.8 )

17


Stand Syrian Govt.

of 90

160

10

20

(8.1)

(19.4 (12.5 (2) ) )

Responses by Neighbori ng Countries

290

280

Internation al Bodies

100

Conflict Resolution by Media

270

-

(26.3 (33.9 ) )

-

-

(9.1)

501

-

2107

-

(51.2 (74.7 (68 ) ) )

(37.9 (57.1 (30.3 (38.6 ) ) ) )

(47.5 )

(47.5 )

60

1015

-

-

-

400

(19.1 )

Responses 274 40 by Other (24.8 (4.8) Countries )

10

54

N=

80

2009

-

739

(75)

825

-

5253

187

(24.5 )

-

(19) 414

-

70

-

(6.1) -

-

7339

60

1104

-

2602

1382

-

113

-

(14.8 ) -

-

1490

(11.7 ) 251

-

(21.7 (10.4 ) ) -

-

-

-

4923 (25.9 )

-

(12.5 (5.5) ) 978

2225

1266

(25.7 ) -

-

1106 2

1556

(6.7) 554

10 3

1635

6869

2421

373

9663

1900 3 31621

Table-7 Distribution of Frequency and Space with Source of News Name of the The Hindu Times of India Newspaper fr sp fr sp (%) (%) (%) (%) Own Network 29 730 29 611 (33) (36.3) (35.4) (37.4) Agency

59 (67)

1279 (63.7)

53 (64.6)

1024 (62.6)

N=

88

2009

82

1635

Table 6 shows that distribution of space/time of subject categories with direction of treatment. The Hindu gave priority to allocate 345 space for unfavorable on agony of refugees. Times of India allocated 501 spaces favorable on responses by neighboring countries. In broadcasting media, BBC and Aljazeera gave priority to telecast responses by neighboring countries, gave less coverage on responses by other countries.

18


Table 7 shows that distribution of frequency and space with source of news. The two newspapers depend on agencies for international news. In The Hindu agency source 59 (67%) with 1279 (63.7%) while own network news only 29 (33%) with 730 (36.3%) space. Times of India agency source 53 (64.6%) with 1024 (62.6%) while own network source only 29 (35.4%) with 611 (37.4% Figure-1

Trend

analysis

of

news

coverage

by

months

and

media.

Trend Analysis of News Coverage Aljazeera

BBC

Times of India

The Hindu

33 October

69 0 0 69 24

September

74 60 36

August

0 8 28

Figure-1 Show the quantitative analysis of coverage of Syrian refugee conflict in both media during the study period vindicates down model indicative of the beginning, peak and declining stages of the news coverage. In quantitative term, the coverage reached its peak, after the appearance of the Ayan Kurdi photograph that is first week of September, 2015 according to the findings month of September at the highest to the representation to the totals of 60 news items published in the Hindu, 74 in Times of India, 24 in BBC and 69 in Aljazeera. BBC not broad cast the any news items in month of August in same month Aljazeera TV Channel broadcast 36 news items. The two Indian English dailies (The Hindu and The Times of India) did not publish any news items in the month October. Table-8 one way analysis of variance Media Sum of squares df Mean squares F N Means Indian Between group 3.00013 1 3.0001 0.0144 88 14.66

Within group

2086.666

10 208.6667

82

Total

2089.666800

11

170

Foreign Between group 330.7

1

330.7500

0.9841 75

13.66

12.5

19


Within group

3361

10 336.1000

138 23.0

Total

3691.75

11

213

Table 8 presents one way of analysis of variance showing differences in frequency allocated to Syrian refugee conflict news per allocation in Indian English dailies and foreign news TV channels. Table-9 Directional Analysis of coverage of the Syrian refugee’s conflict related News items in all the sample media. Name media

of

the n

F

UF

Nu

Coefficient of imbalance

The Hindu

88

51

34

3

0.074638

Times of India

82

45

32

5

0.0618679

BBC

75

50

22

3

0.109511

Aljazeera

138

72

56

10

0.047048

N=

383

218

144

21

As can be seen from table (9) the two sample dailies published and two foreign TVs broadcasted more number of favorable news items. viz The Hindu (51), Times of India(55), BBC (50), Aljazeera (72). The chi square analysis showed that the coverage given to the different issues did not differ significantly ( 3.49, df=7). Between two Indian dailies and two foreign TV channels put more emphasis on the positive coverage of Syria refugee conflict. The coefficient of imbalance was used to find out the degree of treatment given different subject categories by the sample dailies and TV channels. CONCLUSION Over all, the analysis of media showed that 4.5-5 million Syrian refugees are now either living in refugee camps or are displaced over 4 million have found refugees in five countries: Turkey, Lebanon, Jordan, Egypt, and Iraq. These countries struggling to accommodate the flood of new arrivals. Most of arriving refugees are held ,lack sufficient food and health care and are so surely unsanitary and chronically over crowded that the condition in them may amount to cruel, in human, and degrading treatment under international law. Turkish newspapers, which support government, introduce the refugees as “terrorists”, “criminals”, “burdens”. When the media published the photograph of the 3-year old Syrian boy Ayan Kurdi dead body washed up onto a Turkish beach, forced the Syrian refugee crisis onto the front page. Peace journalism can help teach another language, a language rooted in nonviolence and creativity in thinking about conflicts. REFERENCES

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Achilli,L.(2015).Syrian Refugees in Jordan a Reality Check Policy brief. Migration Policy Center, EUI. Ahmadzadeh, H.,M.Corabatir,J.A.Husseini,L.Hashem and S. Wahby(2014).Ensuring quality education for young refugees forom Syria.Refugees Studies Centre.University of Oxford. Ajluni,S.and Mary K.(2014) The impact of the Syrian Refugee Crisis on the Labor Market in Jordan. International Labor Organization Regional Office for the Arab states. http://www.ilo.org/wcmsp5/groups/public/---arabstates/--robeirut/documents/publication/wcms_242021.pdf9access:05.07.2015) Akgunduz,Y.E .et al.(2015).The Impact of Refugee crises on Host labor Markets: The case of the Syrian Refugee Crisis in Turkey. IZA Discussion papers,No:8841. Al-Kilani,S. (2014) A duty and a burden on Jordan.Forced Migration Review. 47:30-31. Amanda Taub, (2015). Vox Explainers, Europe's refugee crisis, explained http://www.vox.com/2015/9/5/9265501/refugee-crisis-europe-syria Amnesty International (2014). Left Out in the Cold: Syrian refugees abandoned by the internationalcommunityhttp://www.amnesty.eu/content/assets/Reports/Left_Out_in_t he_Cold_Syrian_Refugees_Abandoned_by_the_International_Community_final_ formated_version.pdf(access:19.10.2015). Amnesty International (2015).The Global refugee Crisis. A conspiracy of Neglect. http://www.amnestyusa.org/sites/default/files/p4575_global_refugee_crisis_syria.pdf (19.09.2015). Amnesty International (2015).World leaders’ neglect of refugees condemns million to death and despair https://www.amnesty.org/en/latest/news/2015/06/world leaders-neglect-ofrefugees-condemns- millions-to-death-and-despair/(access:15.09.2015) Anita van den Brandhof, (2015). Europe’s changing attitude in the refugee crisis. http://logos.nationalinterest.in/2015/09/europes-changing-attitude-in-the-refugee-crisis/ BBC, Syria: The story of the conflict, http://www.bbc.com/news/world-middle-east26116868, The Hindu(2015). Seven reasons for the Syrian refugee crisis in Europe. http://www.thehindu.com/news/international/world/why-the-syrian-refugee-crisis-hasbecome-so-bad/article7620284.ece Berelson, B (1952), Content Analysis in Communications Research, Glencoe: Free Press Berti,B.(2015). The Syrian Refugee Crisis: Regional and Human Security Implications. Strategic Assessment 17(4):41-53. Bidinger, S.A. Lang, D. Hites, Y .Kuzmova ,E. Noureddine, S. Akram (2015) Protecting Syrian Refugees: Laws, Policies and Global Responsibility- Sharing

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Author’s Brief Profile:

Dr. J. Madhu Babu is an Assistant Professor, Department of Journalism and Mass Communication, Acharya Nagarjuna University, Nagarjuna Nagar, Guntur, Andhra Pradesh. Previously he worked as a free lance Journalist for more than a decade in Andhra Pradesh. He has authored a research work: Newspapers and Naxalite Movement and Published research papers. Can be contacted [email protected], Ph: +919393110848 I.Tarakeswara Rao is a doctoral scholar in the Department of Journalsim and Mass Communication, Acharya Nagarjuna University, Nagarjuna Nagar, Guntur, Andhra Pradesh. Previously he worked as a sub-editor in electronic media for 3 years. Now, he is pursuing Ph.D on the topic “Coverage of Fourth World News by Developed and Developing Newspapers: A Content Analysis”. Can be contacted [email protected], Ph: +919441130082 S.Venkateswarlu, is a doctoral scholar in the Department of Journalsim and Mass Communication, Acharya Nagarjuna University, Nagarjuna Nagar, Guntur, Andhra Pradesh. He is pursuing Ph.D on the topic “How the Indian Press Covered the Terrorist Attacks in India”. Can be contacted [email protected], Ph: +919491816717

23


ROLE OF MEDIA IN IMPARTING PEACE EDUCATION Dr. M .Syamala ABSTRACT : In the age of instant digital communication, is there a role for the media to help in building peace and imparting peace education in the society? The question raised here is whether the mass media is really helpful in propaganda of peace education all round the world? This paper examines the role of media in the society, what is peace education, how media helps in building peace in the world and how media is helpful in development and imparting peace education to the society. The media is usually seen as threat and keen to pounce on any indiscreet or conciliatory for imparting or building peace education among the masses. Even the peace builders, the media are not generally seen as being helpful in peace propagation or imparting peace education. But it is difficult to deny that media of various types have a major role in the modern day in imparting, building and propagating peace and peace education all around the world. Key words: media, peace education, digital communication, Introduction: In the age of instant digital communication, is there a role for the media to help

in building peace and imparting peace education in the society? The question raised here is whether the mass media is really helpful in propaganda of peace education all round the world? This paper examines the role of media in the society, what is peace education, how media helps in building peace in the world and how media is helpful in development and imparting peace education to the society. The media is usually seen as threat and keen to pounce on any indiscreet or conciliatory for imparting or building peace education among the masses. Even the peace builders, the media are not generally seen as being helpful in peace propagation or imparting peace education. But it is difficult to deny that media of various types have a major role in the modern day in imparting, building and propagating peace and peace education all around the world.

WHAT IS PEACE EDUCATION Peace education is the process of acquiring the values, the knowledge and developing the attitudes, skills, and behaviors to live in harmony with oneself, with others, and with the natural environment. There are numerous United Nations declarations on the importance of

24


peace education. Peace education is the process 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 has had different definitions depending on the context and content that it seeks to address. UNICEF defines peace education as “the process of promoting the knowledge, skills, attitudes and values needed to bring about behavior changes that will enable children, youth and adults to prevent conflict and violence, both overt and structural; to resolve conflict peacefully; and to create the conditions conducive to peace, whether at an intrapersonal, interpersonal, intergroup, national or international level”. Peace education is also defined more broadly as both a philosophy and process empowering people with skills, attitudes and knowledge to create a safe and sustainable world. Ban Ki Moon, U.N. Secretary General, has dedicated the International Day of Peace 2013 to peace education in an effort to refocus minds and financing on the preeminence of peace education as the means to bring about a culture of peace. Koichiro Matsuura, the immediate past Director-General of UNESCO, views peace education as "fundamental importance to the mission of UNESCO and the United Nations". Peace education as a right is something which is now increasingly emphasized by peace researchers. There has also been a recent meshing of peace education and human rights education. A philosopher suggested peace education be thought of as "encouraging a commitment to peace as a settled disposition and enhancing the confidence of the individual as an individual agent of peace; as informing the student on the consequences of war and social injustice; as informing the student on the value of peaceful and just social structures and working to uphold or develop such social structures; as encouraging the student to love the world and to imagine a peaceful future; and as caring for the student and encouraging the student to care for others" . Johan Galtung suggested in 1975 that no theory for peace education existed and that there was clearly an urgent need for such theory. 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 deadly force. Instead of killing each other over disputes, it is better to resort to nonviolent dispute mechanisms through informal peace education activities. Although there are no written records, human beings throughout 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 institutions. WHAT IS MEDIA? In general, "media" refers to various means of communication. For example, television, radio, and the newspaper are different types of media. The term can also be used as a collective noun for the press or news reporting agencies. In the computer world, "media" is also used as a collective noun, but refers to different types of data storage options.

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The word media comes from the Latin plural of medium. The traditional view is that it should therefore be treated as a plural noun in all its senses in English and be used with a plural rather than a singular verb. In practice, in the sense ‘television, radio, and the press collectively’, it behaves as a collective noun, which means that it is now acceptable in Standard English for it to take either a singular or a plural verb. Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet, which includes – facebook, linkin, twitter, what’s up etc. Each type of media involves both content, and also a device or object through which that content is delivered. Different Types of Media are – Advertising media, various media, content, buying and placement for advertising Electronic media, communications delivered via electronic or electromechanical energy, Digital media, electronic media used to store, transmit, and receive digitized information Electronic Business Media, digital media for electronic business Hypermedia, media with hyperlinks Multimedia, communications that incorporate multiple forms of information content and processing Print media, communications delivered via paper or canvas Published media, any media made available to the public etc. ROLE OF MEDIA IN MODERN WORLD Media of today is playing an outstanding role in creating and shaping of public opinion and strengthening of society. Media is the sword arm of democracy. Media acts as watchdog to protect public interest against malpractice and create public awareness. As the fourth pillar of democracy along with judiciary, executive and legislature, media of today has an all embracing role to act against the injustice, oppression, misdeeds and partiality of our society. From the days of Vedas and Upanishads to edicts of kings and emperors like Chandragupta, Asoka to the medieval Indian mass gatherings to the modern day’s audio video and print media, media has always taken a pivotal role in shaping our society. During the days of freedom struggle newspapers acted as a platform to place the demands of common Indian and to express solitude with freedom fighters. Indian media in post independence era has grown up phenomenally and today comprises of more than 50,000 newspapers, hundreds of television and radio in this era of liberalization, privatization and globalization (LPG) the world has reached our drawing room thanks to media. Since the introduction of television it plays a vital role in not only entertaining the people but also in shaping up of public opinion. The World Wide Web has taken us to a world of electronic media where even a common man can express views through blogs, website posts, face book, what’s up and twitter like social media. Media helps in fighting against the vices of the world and at the same time it is a media to propaganda peace education. In the world of today, media has become as necessary as food and clothing. It has played significant role in strengthening the society. Media is considered as "mirror" of the modern society. The purpose of the media is to inform people about current, new affairs and to tell about the latest gossip and fashion. Media is in charge of: information, education (which include peace education also), entertainment, advertising, correlation of parts of

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society. Media can affect the minds of the young civilization in a positive as well as in a negative manner. Media these days has become a commercialized sector but if the media identifies its responsibility and work sincerely and honestly ,then it can serve as a great force in building the nation and imparting peace education among the masses without much efforts or pains. MEDIA’S ROLE IN IMPARTING PEACE EDUCATION Despite tremendous advancement in the field of science and technology, the present woeld is facing violence, wars, terrorism and problems to a large extent. The technoscientific development today has helped the mankind to reach the apex of material development but at the same time human society has also become a victim of all the vices like wars, terrorisms, environmental destruction, poverty, hunger, illiteracy, moral decay of human beings etc. We see that the world is shrinking into a global village on one hand and on the other hand there is a growing intolerance among the people. Under such circumstances it is peace education has become the necessity of the present time. Now –a-days the social media plays a pivotal role in imparting peace education among the masses. It is a powerful means to build and develop peace in the world. The pace of innovation in social media to impart peace education has accelerated with the coming of internet technology, social networking and mobile telephony. Social media acts as fire to spread any news within no time. As it is know anything can be used in a positive way or negative way. Similarly, media can also be used for propagating peace education and at the same time it can disturb the mind of the young and drag them towards violent acts. As it is known that, peace education is the process of acquiring the values, the knowledge and developing the attitudes, skills, and behaviors to live in harmony with oneself, with others, and with the natural environment. Acquiring values, knowledge and developing attitudes, skills, and behaviors to live in harmony with oneself, with others is very easily possible through any social media like TV, radio, newspaper, internet sources like facebook, linkin, twitter, what’s up etc. Media has to power to harness and impart peace education in a very short period to large number of people. Part of creating communities that can advance peace education is harnessing the power of the media to draw people together, to promote conflict management and resolution, and to create the public will to change attitudes and behaviour. Media can be used as a negative force to foster hatred or incite violence but it can also be a powerful tool to mobilize people to impart peace education. Some examples can be cited in this context: In Colombia, a face book group drew attention of millions of people and brought them into the streets to march against the rebel groups that were destroying the country. Through face book they educated a large number of people to come out for a common cause. In Dubai and Detroit, university students signed up for skype – based intercultural dialogues. Similarly, in many countries many such social media are used to gain some common targets and to maintain peace in the country. All these are in one way or the other means to impart peace education among the people. In fact nowa-days peace education is imparted at an early stage in the school itself.

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To quote further, in Nigeria, producers use a fast paced TV and radio drama series to promote peace and solve violent problems and this is also a means to impart peace education. So media is really powerful to building peace and destroying it as well. Hardly a day goes by when we do not hear about someone using media in an effort to promote peace or conflict. Media in its many forms has become more powerful than ever before in propagation of peace education. In countries like Afghanistan, Iran, Iraq cell phone and mobile network is used to arrest terrorism and reform peace in the country which is one form of imparting peace education among the masses. Media is a easy means to bring the youth together and involve them for a common cause like building up peace in the country spreading a good message of peace all over the world etc. With more than 200 million blogs, more than 150 million You-Tube videos and above 500 million face book users world-wide, we know that online social networking is a form of human interaction with enormous impact. Media affects the minds and behaviour of young people and that there is evidence showing a connection between violent behaviour and children’s increasing exposure to violent media. Therefore media can make and break peace in the world. CONCLUSION : Social media acts as fire to spread any news within no time. Therefore through various forms of media we can spread and propagate peace education all over the world. Media places a pivot role in both ways it can spread peace and at the same time it can disturb the mind of the young and drag them towards violent acts. In this modern era where science and technology have touched their heights, it is really necessary to impart peace education among the children right from their young age. REFERENCE

1. History of Peace Education, Ian Harris, Professor emeritus, Department of Educational Policy and Community Studies at the University of Wisconsin-Milwaukee. 2. International Journal of Research in Humanities and Social Studies Volume 2, Issue 5, May 2015, PP 1-4 ISSN 2394-6288 (Print) & ISSN 2394-6296 International Journal of Research in Humanities and Social Studies V2, I5, May 2015 3. The Relevance of Peace Education in Today’s Context Fatima Momodu Department of Political science and International Relations, Nigerian Turkish Nile University, Abuja. 4. Role of media in our society, Posted by Jayasree Roy on February 13, 2015 5. http://www.globalethicsnetwork.org/profiles/blogs/role-of-media-in-our-society 6. http://www.hamariweb.com/articles/article.aspx?id=10166 7. Prof. Swarnalata Das & Kalpana Kalita Das, “Imparting peace Education through coscholastic activities at school level”, European Scientific Journal, November, 2014/ special/edition vol. 1 ISSN: 1857 – 7881.

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ATTITUDE OF D.ED. STUDENTS TOWARDS CULTURE OF PEACE Dr. R. Yasoda, Asst. Professor, Dept. of Education & HRD, Dravidian University, Kuppam, 517426, A.P. & Mr. K. Dhanunjay Naidu, Research Scholar, Dept. of Education & HRD, Dravidian University, Kuppam, 517426, A.P. Introduction Building a culture of peace is an ongoing real-world process. UNESCO defined culture of peace as a growing body of shared values, attitudes, behaviors and ways of life based on nonviolence and respect for fundamental rights and freedom on understanding tolerance and solidarity. In the book Comprehensive Peace Education publish ed by Betty Reardon in 1988, the acknowledged founder of peace education, Elizabeth (2015)argued that the core values of schooling should be care, concern and commitment and the key concepts of peace education should be planetary stewardship, global citizenship and humane relationships. Mandal (2013) shows that peace education may be defined as the process of acquiring the values, the knowledge and developing the attitudes, skills and behaviors to live in harmony with one self, with others, and with the natural environment. On the other hand, peace education is broadly defined as the educational policy, planning, pedagogy, and practice that develop awareness, skills, and values toward peace Bajaj (2009). Peace education is composed of multiple subfields. These subfields are referred as “co-disciplines” of peace education. One such field is environmental education. Environmental education is based on ecological thinking and respect for all life on the planet. Additionally, environmental education is part of peace education since peace cannot exist without respect for earth and environmental sustainability. Environmental education in action is environmental stewardship. NEPA states that Environmental stewardship refers to responsible use and protection of the natural environment through conservation and sustainable practices . In fact, people are not only responsible for the earth, but also accountable for it, but also use its resources wisely now and in future. This research aims to determine whether people involved in environmental stewardship manifest culture of peace. Specifically, this research aims to answer the following questions: 1) What are the environmental stewardship manifestations in selected D.Ed. Colleges in Chittor District of Andhra Prdesh in terms of Clean and green surroundings, inner peace and respect for persons. Furthermore, in an effort to link peace education and environmental education, Bajaj and Chiu (2009) examined the intersections among peace education and

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environmental education to understand how these commonalities frame education for sustainable development. The authors developed a frame work showing that education exists with its co-disciplines, namely: development education disarmament education, human rights education, conflict resolution, and environmental education. Living in harmony with the environment as shown by taking care of the environment is one of the components of building peace. Peace of mind could be attained by ecological consciousness. On the other hand, the frame work of peace education and its co-disciplines shows that environmental education is a component of peace education. Also, Bajaj and Chiu show the interrelatedness between harmony with nature and building this peace. Against this backdrp, the investigator selected the the following topic for the research: Title of the study:- Attitude of D.Ed Students towards Environmental Stewardship Objectives of the study:1. To study the attitude of D.Ed students towards environmental stewardship. 2. To analyse the attitude of D.Ed students towards environmental stewardship with respect to their sex, age and type of the family. Hypotheses of the study:1.

Male and female D.Ed Students do not differ significantly in their attitude towards environmental stewardship.

2. D.Ed Students of up to 20 years and above 20 years age do not differ significantly in their attitude towards environmental stewardship. 3. D.Ed Students coming from nuclear and joint families do not differ significantly in their attitude towards environmental stewardship. Methodology:- The present study employed quantitative research design as descriptive survey was used to determine the environmental stewardship practices in the selected D.Ed colleges of Chittoor District. A total of 100 D.Ed. student teachers studying in B.R.M, and Vikas Colleges constitute the sample. A Likert type attitude scale developed by Elizabeth D. Ramose was adopted and modified to suit the respondents of the study. The scale comprises of 20 statements on three dimensions namely clean and green surroundings practices, inner peace, and respect for persons. Each statement was provided with responses such as strongly agree, agree, doubtful, disagree and strongly disagree. For the positive statements values of 5,4,3,2,and 1 were assigned and for negative statements the weightage was given in the reverse order. The summated score of all the 20 items provided the total attitude score of a student teacher. The maximum possible score was 100 and the minimum is 20. The data thus, collected were analysed using appropriate descriptive and inferential statistical techniques. Results :Table – 1: Attitude of D.Ed. Trainees towards Clean and Green Surroundings

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Clean and green surroundings

Percentage

1.

I enjoy helping in maintaining the cleanliness of the campus.

81

2.

I value the presence of trees and/or plants in the campus.

46

3.

Support of the management in the planting of vegetables in the 26 campus

4.

Advocating the use of microfiber mops and cleaning cloths by the 74 college that picks up more dirt and can be laundered instead of disposable mops.

5.

I support the use of environmentally safe, concentrated cleaners, hand 29 soaps and laundry detergent in college.

6.

Promoting the use of Compact Fluorescent Light bulbs (CFLs) 26 instead of incandescent light bulbs in college by the mnagement.

7.

I support the systematic process of waste disposal used in the college.

77

Table – 1 reveals that majority of students responded favourably towards helping in maintaining the cleanliness of the campus (81%), supporting the systematic process of waste disposal used in the college (77%), and advocating the use of microfiber mops and cleaning cloths that picks up more dirt and can be laundered instead of disposable mops (74%). Only 46% of the trainees agreed that they value the presence of trees and plants in the campus, support the use of environmentally safe, concentrated cleaners, hand soaps and laundry detergent in college (29%). But, very low percent accepted that the management Promotes the use of (CFL) bulbs instead of incandescent light bulbs in college (26%), Support of the management in the planting of vegetables in the campus(26%). Hence, the colleges need to conduct eco-friendly activities that are very useful to students, lectures and society. Table -2: Attitude of D.Ed. trainees towards Inner peace Inner Peace

Percent

1.

Enjoying each and every minute of my life

72

2.

Losing interest in interpreting the actions and motives of others.

47

3.

Losing interest in judging myself.

64

4.

Becoming more conscious to maintain a positive relationship 74 with others.

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5.

Losing interest in conflict.

66

6.

Having contented feelings and interconnected with others and 77 nature.

7.

Becoming a role model of respectful and nonviolent person for 83 my staff and students.

Table-2 reveals that majority of the trainees are more favourable towards ‘becoming a role model of respectful and nonviolent person for their peers and staff’ (83%), ‘having contented feelings of inter connected with others and nature’ (77%), ‘becoming more conscious to maintain a positive relationship with others’ (74%), enjoying each and every minute of their life (72%), and losing interest in conflict (66%). But, majority (64%) expressed that they are loosing interest in judging themselves. Table -3: Attitude of D.Ed. Trainees towards Respect for Persons Respect for persons

Percent

1.

Valuing the cultural diversity of my peers staff and students

66

2.

Expressing my disagreement discrimination or aggression

3.

Dealing with others in a non-violent behavior using non-violent 66 language.

4.

Using a calm voice with my peers staff and students even when I 69 am upset.

5.

Giving my peers and students recognition and praise.

77

6.

Giving constructive criticism for good deeds.

81

upon

witnessing

acts

of 36

The manifestations of the culture of peace by the respondents in terms of respect for persons are shown in Table -3. Except expressing their disagreement upon witnessing acts of discrimination or agression (36%), the trainees reponded more favorably to the following: giving constructive criticism for good deeds (81%) giving their peers and students recognition and praise (77%). Using a calm voice with my peers staff and even whan I am upset(69%). Dealing with others in a non-violent behavior using non-violent language.(66% Hence, the trainees must be motivated to react to the situations of discrimination and aggression.

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Table -4 : N, mean, standard deviation and ‘t’ values of attitude scores of D.Ed Students. Variables Sex

Age

Type of family

N

M

S.D

Male

66 66.02 15.07

Female

34 71.06 44.2

Upto 20 years

52 70.11 50.2

Above 20 years 48 67.79 20.2 Nuclear family

59 65.05 22.5

Joint family

41 66.7

10.38

‘t’

Significance

3.78 Significant at 0.01 level

1.0

Not Significant at 0.05 level

3.35 Significant at 0.01 level

It is seen from the above table, that the calculated ‘t’ value (3.78) is grater than tabled ‘t’ value 2.63 at 0.01 level of significance for degrees of freedom = 98 indicating influence of sex on the attitude of D.Ed students towards environmental stewardship. Hence, the null hypothesis stating that ‘Male and female D.Ed. trainees do not differ significantly in their attitude towards environmental stewardship’ is rejected and an alternative hypothesis is accepted. Hence, it is concluded that there is significant difference in the attitude of male & female D.Ed Students towards environmental stewardship. It can be seen that obtained value 1.0 is less than the tabled ‘t’ value (1.98) at 0.05 level of significance with degrees of freedom = 98. Therefore, the null hypothesis that, ‘D.Ed students up to 20 years and above 20 years of age do not differ significantly in their attitude towards environmental stewardship’ is accepted. Hence, it is concluded that, there is no significant difference in the attitude of D.Ed students of below and above 20 years of age towards environmental stewardship. It is observed that, the obtained value 3.36 is grater than the tabled ‘t’ value 2.63 at 0.01 level of significance with degrees of freedom = 98. Therefore, the null hypothesis that, ‘D.Ed students from Nuclear and joint families do not differ significantly in their attitude towards environmental stewardship’ is rejected, and an alternative hypothesis is accepted. Hence, it is concluded that there is significant difference in the attitude of D.Ed students coming from nuclear and joint families towards environmental stewardship. Findings 1. Male & Female D.Ed., Students differ significantly in their attitude towards environmental stewardship. 2. D.Ed students up to 20 years and above 20 years of age do not differ significantly in their attitude towards environmental stewardship. 3. D.Ed students coming from nuclear and joint families differ significantly in their attitude towards environmental stewardship. Educational implications : The following are the major implications of the major findings of the study:

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The study found out that, sex and type of family influence the attitude of D.Ed. students towards environmental stewardship. This shows that the different sample groups have different feelings towards environmental stewardship. 1. India being predominantly traditional country, the sex variation in many respects is being practiced. This is reflected in the results of the present study. The study found out that male and female D.Ed. trainees differ in their attitude towards environmental stewardship. It is a matter of common experience that in spite of several formal and informal attempts, none of our programmes came in support of sexual discrimination. As women are more responsible in using and preserving the things even at home, compared to men, the same is observed even at educational institutions. Therefore, men should be sensitized to take part equally in all the developmental activities. 2. Type of family has also been emerged as another influencing factor on attitude of D.Ed. students towards environmental stewardship. It might be quite possible due to urbanization and industrialization besides pressure on life conditions in nuclear families, students from these families do not have concern for any of the values in life. Hence, the students from nuclear families need to be oriented with curricular and co-curricular programmes which highlight on environmental stewardship. 3. The administrators of these colleges must lead their staff and students in implementing environmental stewardship as it fosters respect for persons, and inner peace. It is necessary to encourage more academic and non-academic personnel and students to be involved in environmental stewardship. Also, there is a need to seek the support of government officials in implementing and evaluating the activities. Colleges could also consider rewarding faculty, staff, and students for their active participation in environmental stewardship programs. REFERENCES:· · · · · · · ·

Elizabeth D. Ramos - Peace through Environmental stewardship. International Journal of Social, Behavioral, Educational, Economic and Management Engineering Vol:9 No:4, 2015. UESCO. UNESCO.org Retrieved on March 20, 2014. World people’s Blog: Betty A Reardn, http//:word. World –citizenship.org/wp-archive/883 Retrieved on August 13, 2013. Madnl M. “Peace Education : The Role of Teacher in promoting Peace “Indian Streams Research Journal, Volume 3, Issue 3, April 2013, Retrieved from ww.isrj.net on August 11, 2013. Bajaj M & B Chiu “Education for Sustainable Development as peace Education”. Peace & Change, Vol. 34 No. 4 October -2009. http//www.nepa.gov.jm/student/resource-material/pdf/ environmental stewardship. pdf Retrieved on October 6, 2013. Berry. R. Creation Care: Stewardship or What?” Science & Christian Belief, Oct -2012 Vol. 24 Issue 2 pp. 169-185. Retrieved from http//: ehis ebscohost.com/ on August 12, 2013. http// www.stjuandiego.org/pdf/Catholic Social Teaching pdf Retrieved on September1,2013.

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IMPACT OF CERTAIN YOGIC PRACTICES ON THE VALUE BASED BEHAVIOUR OF PRIMARY SCHOOL CHILDREN Dr. R. Yasoda, Assistant Professor, Department of Education, Dravidian University, Kuppam-517425, Chittoor district, Andhra Pradesh, India. Mobile No:9492938632 Ms. P.Kumari, PhD Research Scholar, Department of Education, Dravidian University,Kuppam-517425, Chittoor district, Andhra Pradesh, India, Mobile No: 9492071500 “By education I mean an all-round drawing out of the best in the child and man; body, mind and spirit” - M.K.Gandhi Introduction: Education is the vehicle of knowledge, self-preservation and success. Education not only gives a platform to success, but also the knowledge of social conduct, strength and character. The greatest gift of education is the knowledge of unconditional love and set of values. These values include the simple difference between right and wrong, a belief in God, the importance of hard-work and self-respect. Education is a continuous learning experience, learning from people, from success and failures from leaders and followers. Value education is a tool, which not only provides a profession but also serves a purpose in life. The purpose of life is undoubtedly to know oneself and be ourselves. Value education is ‘training of the heart’ and consists in developing the right feelings and emotions. Value education in all its comprehensiveness involves developing sensitivity to values, an ability to choose the right values in accordance with one’s concept of the highest ideals of life, internalizing them, realizing them in one’s life and living in accordance with them. It is a lifelong quest. In inculcating values, all human faculties such as knowing (head), feeling (heart) and doing (hands) should play a role. Some of the values, which can be included through education are harmony, respect for life, social justice, participation in social change, self-reliance, equality, participative decision making, commitment to environmental Protection, integrity of character, tolerance of persons with other faiths and ideologies, commitment to work for the poor, concern for children with special needs and avoiding substance abuse (alcohol, drugs etc).

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Value education largely depends on the values, qualities and capability of the teaching staff and parents. Many researchers reported that better practices at home and at school by the parents and teachers would lead to promote values among students. Particularly the teachers as role models help to promote values among students. Concept of Value Education Value education at Gurukulas in the ancient days, students used to undergo rigorous character training, they were required to lead a life of strict discipline and observe strict code of moral conduct. However, these values have been ignored altogether in our present educational system. The present scenario, shows manifold changes in various aspects of our civilization such as population explosion, advancement in science and technology, knowledge expansion, urbanization, Mobilization, liberalization, privatization and globalization as well as the influence of western culture, the present society has become highly dynamic. Modernization process is accompanied with multifold problems, anxieties and worries to human life endangering its original simple nature. Growing global poverty ,pollution, hunger, disease, unemployment, unsociability, caste system, child labour, gender inequality, violence, exploitation of natural resources and many such evils have caused value crisis on the globe, adversely affecting the core human values such as honesty, sincerity, morality, humanity etc., and as such, there is a great transition in human society. In view of the present scenario in the country, there is an urgent need to inculcate values among our students at different stages of education. Various commissions and committees in a post Independence India have stressed for value-oriented education in the country. The National policy on Education (1986), as amended in 1992, and the National curriculum Framework for school education (2000) also highlight the value education and also to overcome the problems of the present era, inculcation of values among individual and promotion of values in education system, as well as society, is the need of the hour (Vijayasree, 2006).Value education provides motivation and guidance to youngsters. It builds character, which is beneficial for growth of both the individual and the society in general. It influences our decision-making and helps us to build healthy relationship in the society. The prosperity of a country depends on enlightenment and character. Creation of such ‘values’ in our youth is the end of product of value education. A person must be respected for his knowledge and not for his chair. Educational institutions should bind to nurture values, scruples, ethics, moralities and decencies in the student career. An educational institution is a sacred place where the builders of the nation produced. Need for value education The need for value education can be felt from three angles viz., value erosion, education equated with transmission of knowledge and spread of degraded culture. Just before the start of 21st century several important changes had occurred in the human life all over the world, which redefined human life and brought corresponding changes in social values. Exponential developments in telecommunication and information technology have reduced the world into a global village and thus highlighted wide disparities among people in different areas. This phenomenon of globalization has given rise to issues of justice, equality, freedom and human rights etc. In about half a century, the people have become highly materialistic. Every individual today is concerned about collecting lots of money and

36


materialistic comforts. The world today is over exploiting all natural resources without bothering about their own future generations. Deforestation, water and air pollution, excessive use of natural fuels are due to lack of values. At present, education is merely job oriented. It may secure a job but it cannot guide you to lead your life. Education must teach a person what life is and what its goal is. It must purify the heart and clarify the vision. It must promote virtues to raise the moral, spiritual and social standards of the educated. Education aims at the all round development of an individual’s cultural, ethical, emotional, mental, physical, spiritual and professional or vocational development. The Religious committee by the Central Advisory Board of Education (1946), University Education Commission (1948-49), Secondary Education Commission on Human Values (1952-53), Committee on Religious and Moral Education(1959), Education commission (1964-66), National Policy on Education (1986), Ramamurthy Committee (1986-1990), Report of the Core Group, Govt of India (1999), Delors Commission, UNESCO (1996) and Chawan’s Committee (1999) Report, all these committees recommended the inculcation of values. The University Education Commission recommended that “We must civilize the human heart. Education of emotions and discipline of the will are essential parts of a sound system of education”. It recommended that all educational institutions start work with a few minutes of silent meditation. According to Patanjali’s Astanga yoga Practice of Yama gives tremendous ethical power. It gives external and internal purity. It develops compassion, in all places, for all creatures. It helps in keeping up of balance of mind while doing actions through moderation in eating. It leads to mental power of endurance. Hence, yoga education helps in promoting human values among school children. Against this backdrop, the investigator selected the problem as follows: “Impact of certain Yogic Practices on the value based behavior of primary school children” Objectives of the study 1. To study the effect of certain Yogic Practices on value based behavior of primary school children. 2. To find out the difference if any between mean scores of the pre-test and post test on the value based behavior among primary school boys. 3. To find out the difference if any between mean scores of the pre-test and post test on the value based behavior among primary school girls. Hypotheses of the study 1. There is a significant difference between mean scores of pre-test and post-test in value based behavior of primary school children. 2. There is a significant difference between the mean scores of the pre-test and post test in value based behavior of primary school boys. 3. There is a significant difference between the mean scores of the pre-test and post test in value based behavior of primary school girls.

37


Method Single group pre- test and post-test experimental design was employed for the present study. All the students (36) studying 3 rd, 4th and 5th classes from M.P.P. School of Gundlasagaram village, Gudupalli mandal of Chittoor District was selected for the study. A rating scale developed by Anilkumar.K.P & G.Sarat ChandraRaj was adopted and modified suitably to these children and was translated into Telugu. The scale comprises of 47 items. Each item was provided with responses such as always, sometimes and never. The summated score of all the 47 items provided the total value based behavior score of a student. The maximum possible score was 141 and the minimum score was 47. Before experimentation, pre-test was conducted to the sample to know their value based behavior and the scores were noted. The selected students were provided training on certain yogic practices consisting of silent sitting, aum chanting, bhramari pranayama, thrataka meditation, chanting gayathri manthra, along with short stories on great leaders, role plays, quotations and singing poems for a period of 21 days at the rate of one hour per day. After treatment, the same value based behavior scale was administered to the same students and their scores were noted. Care was taken to select only those students who were present during pre-test, treatment and post-test. Hence, the final sample of the study consists 27 students and the data pertaining to these students was analysed using appropriate descriptive and inferential statistical techniques. Results Table: N, Mean, Standard Deviation and ‘t’-values of value based behavior scores of primary school students. Variables

N

Whole Group Pre-test

27 101.4

Boys

M

SD

‘t’-value Level of Significance

3.72 8.46

Post test 27 118.1

9.35

Pre-test

2.93 3.13

11 101

Significant at 0.001 level


Post test 11 114.01 12.9 Girls

Pre-test

16 101.6

Post test 16 120.8

4.26 11.88 4.58


1. Table reveals that the t-value(8.46) is greater than the tabled t-value 2.79 for 25 degrees of freedom. Hence, there is significant difference between the mean scores of Pre-test (101.4) and Post-test(118.01) on the whole Value Based Behavior of Primary School Students. Therefore, the hypotheses stating that “there is a significant difference between mean scores of pre-test and post-test in value based behavior of primary school children” is accepted. Thus it may be concluded that there is significant influence of Yogic Practices on the Value Based Behavior of Primary School Children.

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2. Table reveals that the t-value(3.13) is greater than the tabled t-value 2.79 for 25 degrees of freedom. Hence, there is significant difference between the mean scores of Pre-test (101) and Post-test(114.01) scores of Value Based Behavior of Primary School Boys. Therefore, the hypotheses stating that “There is a significant difference between the mean scores of the pre-test and post test in value based behavior of primary school boys” are accepted. Thus it may be concluded that there is significant influence of Yogic Practices on the Value Based Behavior of Primary School Boys. 3. Table reveals that the t-value (11.88) is greater than the tabled t-value 2.79 for 25 degrees of freedom. Hence, there is significant difference between the mean scores of Pre-test (101.6) and Post-test (120.8) scores of Value Based Behavior of Primary School Girls. Therefore, the hypotheses stating that “There is a significant difference between mean scores of pre-test and post-test in value based behavior of primary school Girls” is accepted. Thus it may be concluded that there is significant influence of Yogic Practices on the Value Based Behavior of Primary School Girls. Findings: 1. There is significant difference between pre-test and post-test scores of primary school children in their value based behavior. 2. There is significant difference between pre-test and post-test scores of primary school boys in their value based behavior. 3. There is significant difference between pre-test and post-test scores of primary school girls in their value based behavior. Educational Implications: The study found out that there is significant difference between pre-test and post test scores of primary school children in their value based behavior on the whole and also among boys and girls. Hence, inclusion of yoga education would help to improve value based behavior among the primary school children. Therefore, necessary steps should be taken by the authorities to provide value education to the students so as to establish peace at individual level which in turn leads to peace in the society, in the nation and in the world. REFERENCES: · · · ·

Education Commission (1964-66) Report: Ministry of Education, Government of India, New Delhi. Ministry of Human Resource Development ,(1986).National Policy on education. Government of India, New Delhi :MHRD. National Policy on Education (1986): Ministry of Human Resource Development, Govt. of India, New Delhi. NCERT (2005). National Curriculum Framework for School Education, NCERT, New Delhi.

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PROMOTING PEACE EDUCATION THROUGH USE OF ICT TOOLS Danish Nadim, Research Scholar (Ph.D) Department of Education & Training, Maulana Azad National Urdu University (Central University), Hyderabad-500032, Email Id: [email protected] Mujahid, Research Scholar (M.Phil), Maulana Azad National Urdu University (Central University), Hyderabad-500032 , Email Id: [email protected] Abstract: Conflict between two groups indicates lack of beliefs, knowledge, attitude, skills, and values because these attributes are very important for peacemaking. Peace refers as the absence of war, conflict, injustice among people, and the agreement of two groups for the purpose of the welfare of the individuals, family, society, country or world. While, peace education refers as the process of the promoting knowledge, skills, attitude, belief and values in the youth and children to prevent conflict and violence and to resolve conflict among them. It will be very effective if we take ICT as tool to promoting peace education, because ICT tools becomes a part of the youth. Besides of this, ICT tools may motivate and engage them into the activities for peace and harmony where they improve their knowledge, skills, and values and reconstruct their belief and attitudes about the individuals and world. ICT may help to create environment which facilitates to make peer and collaborative learning opportunities easier, students’ supportive, and learning with cognitive, affective and social interactions. it provides opportunity to learn and update the knowledge with cooperation, collaboration and team teaching. ICT includes social media and social networking tools, elearning tools, virtual classroom tools and mobile tools which has the capability to search, store, retrieve and share information and it is also provide a platform of online participation and discussion. In this scenario, the need is to create ICT platform and foster peace around the world. The current paper is an attempt to discuss about peace education and its association with the various tools of ICT. Keywords: ICT tools, Peacemaking, Peace Education, ICT. Introduction: Today in the developed countries students are using lots of technology in day to day life as well as in schools for the purpose of getting information on emerging issues and updating with the world in the field of science and technology, mathematics and computer science etc. They use mobile phones, laptops and PCs to searching new information, sharing

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their ideas and making friends online and for communicating with friends, teachers, parents and experts through social media networking sites such as YouTube, Tweeter, email, Facebook and other digital technology. They are participating in online discussion, joining online courses, and sharing their idea through online conferencing or teleconferencing. But in developing country like in India scenarios are different as compare to developed country. Here students are surfing internet through mobile phones, and PCs only for the purpose of entertaining the life. Therefore there is need to develop framework for means of education. We can aware students towards the using technology for educational purpose in classroom. It is necessary to consider new and modern technologies as in teacher educator colleges for producing ICT trained teachers which can practices it in their classroom. Educational technology can have the greatest impact on improving students learning and measurable educational objectives. It can empower teachers and learners transforming teaching and learning process from being highly teachers- dominated to student-centred. Moreover educational technology may provide students with valuable skills that are sought by job market and such technology creates opportunities for learners to develop their creativity as well as cognitive skills, critical thinking skills, information reasoning skills, communication skills (Jennifer Kasanna Sesabo, 2015). Thus technology is the powerful tools in education to enhancing student’s outcomes, making teaching-learning process affective and enjoyable. The main advantages of technology integrations are to enabling teachers advanced in preparing learning designs and emerging paradigms as well as to evolve learning interactions. Teacher can integrate technology as a pre-sanitation tool; by using PowerPoint, animations, video, simulations tools etc (Kafyulilo, 2015). Further he was stated that technology can also be integrated as a learning platform using Moodle, Blackboard, and other virtual learning environments. It is becoming important tools to facilitate learning through the emails, video conference, teleconference, Skype and other synchronous and asynchronous communications from “anywhere and anytime”. In the past decade we have become familiar with the term ICT i.e. information communication technology. It refers as to all technologies used for processing information and communication. Information and communication technologies (ICTs) include tools such as interactive whiteboards (IWBs), handheld devices like cell phones, digital cameras or voice recorders, or PDAs (personal digital assistants), as well as computers and specific software applications. For educational purposes, the most important word in ICT is ‘communication’ – the ability to receive, create and transmit information and/or new knowledge using a mediating technological tool of some kind (Wright, 2010. P.7). Commonly it also known as the term such as multimedia or digital media due to integration of computer with communication system including audio and video technology but more recently, new terms evolved to indicate computer use in education such as e-learning (electronic learning), M-learning (Mobile learning), web-based learning and ubiquitous learning.(Knezek, 2008). ICT Tools and Resources for Schools Teachers ICT is continuously growing which encompasses various modern technologies which has the capacity to facilitate learning. Its helps teachers, students and educators to design learning, to create innovative lesson plan, to make affective instructional strategies, and to create conducive learning environment in school. Teacher can make affective teaching

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materials and teaching strategy through use of modern technology and tools of ICTs by including photos/audios/videos/animation. He can also take help from research toolsWikipedia, Wolfram Alpha, Woopid, Qwiki, Fotopedia etc, Online training toolsCosmoLearning, GameClassroom etc and others ICT tools for updating his/her knowledge. Similarly they can share online videos and audios with students in classroom, create virtual learning environments with conducting online learning, virtual learning, and e-learning with the help of Edmoro, Educlide, LessonWritter, CollabrizeClassroom, Schology, Edu 2., etc for the purpose of sharing experts view on particular topics or emerging issues. Learners can also learn skills of various subjects through e-learning, virtual learning from expert teachers at anytime and anywhere. ICT tools provide the opportunities to connect with real-world problems in authentic contexts using information, engaging with new concepts, subjects and issues as part of a wider network of learners, and developing leadership skills and expertise at the same time. Teachers and students can make learning enjoyable, knowledgeable and effective by use of various modern and digital technologies through making learning environment virtual. There are following modern ICT tools which may make classroom learning environment more effective: ·

Students Management System (SMS): It is software to manage all day to day operations for a school. It is also called student information system (SIS), student information management system (SIMS), Student record system (SRS). It provides to handling inquiries from prospective students, admission process, examinations, assessments, marks and grades and academic progression, enrolling new students and storing teaching options choices, maintaining records of absences and attendance, and parents.

·

Digital Students Reports Card System (DSRCS): This is the online based programs that provide reporting tools for grades or other progress information about the students to parents or guardians.

·

Interactive Whiteboards (IWB): It is a large interactive display board that typically mounted to a wall or floor stand which display the computer’s desktop onto the board’s surface by connecting with projector and computer where user control the computer using a pen, finger, stylus, or any device. One of the main features is that it has the capability to interact with groups and promotes collaboration among students and group discussion and application.

·

Personal Digital Entertainment Devices (PDEs) and MP3 Players: These devices enable users to download, store and play audio, photo and video files and in many cases to also undertake other tasks or participate in other activities. These devices have significant potential for educational purposes through the capacity to deliver content in audio format, and to address the needs of auditory learners.

·

Personal Digital Assistance (PDA): This is a handheld device that combines computing, internet features as well as networking features. It is able to function as cell phones, fax machines, a web browser, and a personal organizer. It uses a stylus, or pen to operate. This device is a students and teachers friendly because it takes less technology support to use them. Students and teachers can use to search their topic and they will be able to store thousands and thousands of things at anytime on this

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device. It is also more affordable to use within classroom technology budgets and personal teacher budget as well. ·

Assistive and Adaptive Technology: According to United State Assistive Technology Act of 1998, Assistive technology (Also called Adaptive technology) refers to any ‘product, device or equipment, whether required commercially, modified or customized, that is, used to maintain, increase, or improve the functional capabilities of individual with disabilities’. It involves many technologies in which some are high tech and some are low tech. Audio Player and Recorder, Timers, Reading Guides, Seat Cushion, FM Listening System, Calculators, etc. are the example of assistive and adaptive device.

There are many more modern technologies are available which will be very affective if teachers and students practice in classroom. So it is very necessary to make the policy to include these technologies as means of ICT in classroom teaching and government provides all infrastructures to the schools and appoint the IT professional for the giving training to the teachers. Peace and ICT Tools : Teachers play the role as a architect in the schools which facilities learning through drawing and designing lesson and materials for the students. According to Dr. S Radhakrishan “the quality of nation depends upon the quality of its citizens, quality of its citizens depends upon the quality of their education, and the quality of their education, depends on the quality of teachers” (e.g, Singh, K., 2013, p. 7). Success teachers of teachers depend on the way of teaching and pedagogical approach which a teacher adopts for teaching. Besides of these, one of the most important roles of teachers is to promote and inculcate peace and human values in the students. The term peace is derived from the French language “Pais” which indicates meaning “Peace, reconciliation, silence, agreement”. Peace also derived from Latine word “Pax” which means “Peace, compact, treaty of peace, tranquillity, absence of hostility, harmony”. Thus, peace may be defined as absence of conflict or violence or war or agreement of two groups for the welfare of the individuals, groups, society or country etc. According Gandhiji peace means absence of war, injustice and exploitation in society (Ibid., p. 8). In the broader sense it can encompasses many concern such as religious, democratic governance, internal peace and happiness, gender equilibrium, satisfied with the basic needs, and harmony with the environments. On the other hand peace education refers as the process of making peace through create in human consciousness, it focused on how to create conducive environment to live and how to solve problem caused by violence. The main objectives of peace education are to how inoculate students against the evil effect of violence by the teaching skills to manage conflicts non-violence and by creating a desire to seek peaceful resolutions of conflicts (Harris, p. 2). According to Dangwal and Srivastava (2015) it is the integral part of UNICEF vision of quality basic education (p. 66). Further he stated that UNICEF defined it as “peace education as the process of promoting the knowledge, skills, attitudes and values needed to bring about behaviour changes that will enable children, youth and adults to prevent conflict and violence, both overt and structural; to resolve conflict peacefully; and to create the conditions conducive to peace, whether at an intrapersonal, interpersonal, intergroup, national or international level (Dangwal, L. K., & Srivastava, S., 2015, p. 67).

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In school context peace is the important aspect of the students’ personalities which affect the students’ beliefs attitudes and behaviour. Peacemaking is the important task of the teachers which refers to action to bring hostile parties to agreement (E. J. Brantmeier & J. W. Richardson, 2009). More simply we can say peace education is the process of peacemaking. Conclusion and Suggestion : Main aim of peace education is to provide and facilitate such environment where students, teachers and common peoples can feel cooperation, promote brotherhood, fostering attitude to all helps the needy and contribute to avoid conflict, war, violence from the society. So if we initiates from the schools, surely this strategy will be very effective for peace making society. But what will be the role of ICT to promote peace education in schools. In this scenario, Cole and Crawford (2007) found that ICT can be used for peacemaking (ibid., pp. 220-221). We should make the strategies to use ICT for peacemaking, because ICT has been grown as the medium of sharing views, discussion and provide information with the others. As we know that ICT has encompasses lots of new technological tools such as social media and social networking tools, virtual classroom tools, online tools, etc. So we have to use some tools for making peacemaking based content, such as text, audios, videos etc and some tools use for the post and share these contents to others like students, youth, and common people. We are presenting some tools and its sue in the following; · · · · ·

We have to use tools like Students Management System (SMS) for maintaining the student’s records such as behaviours, attitude towards the friends, classmates, teachers etc. We should create content related to Peace by using the tools like paint, Photoshop, CorelDraw, Digital Camera, etc. We should have to use these text, graphs, audios and videos in the classroom. We may also use YouTube, Social media and social networking sites to share with students and teachers for the awareness. We should use tools like Vodcasts, Blogs, Wikis, Voice over Internet protocol (VoIP), Social media and social networking sites such as facebooks, YouTube, Whatsapps, Twitters, LinkeIn, etc for the uploading peace based content, so that students as well youth can be learn any time.

REFERENCE Bolstad, R., & Gilbert, J. (2006). Creating digital age learners through school ICT projects: What can the Tech Angels project teach us? Education Counts. Wellington: New Zealand Council for Educational Research. Brown, T. H. (2008). M-Learning in Africa: Doing the unthinkable and reaching the unreachable. In J. V. Knezek, International handbook of information technology in primary and secondary level (pp. 861871). NY: Springer. Dangwal, L. K., & Srivastava, S. (2015). Fostering peace education through ICT. International Journal of Research and Analytical Review, 2(2), 64-73. FLAG Secretariat, O. O. T. A. T. E. (2003). Australian Flexible Learning Framework for Vocational Education and training. Jennifer Kasanna Sesabo, R. N. (2015). Opportunities and challenges in implementing distance learning and elearning: A case study. In J. Keengwe, Handbook of research on educational technology integration and active learning (pp. 329-344). USA: IGI Global Book Series.

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Kafyulilo, A. C. (2015). Challenges and opportunities for E-learning in education: A Case Atudy. In J. Keengwe, handbook of resaerch on educational technology integration and active learning (pp. 317327). USA: IGI Global Book Series. Knezek, J. V. (2008). IT in primary and secondary education: Emerging issues. NY: Springer. Patric, Susan. “ICT in educational policy in the nort america region.” Knezek, Joke Voogt and Gerald. Internation handbook of information technology in primary and secondary school. New York: Springer, 2008. 1-1218. English. Singh, K. (2013). Peace Education. International Journal of Education for Peace and Development, 1(1), 7-12. INTERNET SOURCES 1.

Learning management system. https://en.wikipedia.org/wiki/Learning_management_system#cite_note-ellis-1

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2.

Students management system. Edutech http://edutechwiki.unige.ch/en/Student_management_system

3.

Digital student report card. Emerging technologies in education. https://edtekki.wikispaces.com/Digital+Student+Report+Card+Systems

4.

Educational technology and mobile learning. Archive http://www.educatorstechnology.com/2012/08/the-top-27-free-tools-to-collaborate.html

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Virtual classroom. Whatls.com Archive from: http://whatis.techtarget.com/definition/virtual-classroom

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More definitions of ICT tools and devices for your teaching. Archive from: http://www.cengage.com/education/book_content/0170181812_krause/go_further/pdf/krause3e_gf_11 01.pdf

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Interactive whiteboard. Free https://en.wikipedia.org/wiki/Interactive_whiteboard

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Mindomo. Archive from: https://www.mindomo.com/mindmap/ict-tools-and-resources-for-schoolsteachers-and-educators-48511abbfb7e4145a33dbe6453d0f8af

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GANDHIJI’S RELIGION AND STUDENTS

R. Sambasivarao, Assistant Professor, University College of Education, Adikavi Nannaya University Adikavi Nannaya University Rajahmundry, A.P. Dr. N. Rajasekhar, Assistant Professor, Department of Politics, Adikavi Nannaya University Adikavi Nannaya University Rajahmundry, A.P. Introduction Religion was central to Gandhi’s life, thought and work. Gandhi’s political philosophy and political techniques are only two corollaries of his religion and moral principles. Gandhiji regarded religion as purely a personal matter. There can be as many religions as there were minds, as each mind has a different of God from that of the other. The well – being of man is the touchstone of every religion. For Gandhi religion was another name for truth and righteousness. True religion is identical with morality. There is no religion higher than truth and righteousness. According to Gandhi religion and morality are convertible terms. As he said “a moral life without reference to religion is like a house built upon sand. And religion divorced from morality is like sounding brass good only for making noise and breaking heads. “Gandhi believed that no man can live without religion. By religion, which underlies all religions, which brings us face – to face with our maker. Gandhi defined religion as “a belief in the ordered and the moral government of the universe.” Gandhian religion was simply an ethical framework for the conduct of daily life. Gandhi did not envision one religion but mutual respect and tolerance of the different religions. True religion breaks down the barriers between one faith and other faith. Where such tolerance becomes a law of life, conflict between different faiths becomes impossible. As ail religions are one at source, we have to synthesize them. What we need today is not a religion which promotes separatism and fundamentalism or a religion which results in bloodshed but a religion which contributes to the national integration, progress, peace and uphold moral values and keeps politics at the service of mankind.

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GANDHI’S VIEWS ON POLITICS AND RELIGION “The world is my country, All mankind are my brethren And to do good is my religion”

- M.K. Gandhi

There has much debate on views on “Politics and Religion” in India, among the political thinkers, politicians and public, there are agreements and disagreements over this issue. The Italian thinker Makhiyavalli separated Religion from politics in sixteenth century in the context of contemporary political disturbances in Italy. Later many thinkers obtained that the politics and Religion must live simultaneously without contradicting with other. M.K. Gandhi is at the view /’ Religion without politics is no way of life” This paper is to examine in a modest way, that the thoughts of Gandhi on Religion and politics and how it will be useful to modern politicians and administrators. Ahimsa, peace and non-aggression are the hall marks of Gandhian Doctrine. Many years have gone by but the luster of the Gandhian Religion remains undimmed – Invading forces have descended on India but Gandhi’s ideas have remain undestructable. The Gandhian religion is not merely for Hindus, not merely for India, but for the whole world. The Gandhian philosophy is not only essential for the rebirth of the Indian nation but also for the re-education of the human race. It is becoming clear mat at this supremely dangerous moment in human history, the only hope for mankind is Mahatma Gandhi’s principle of non-violence. The Gandhian doctrine, the ultimate realization must involve tolerance and understanding, peace and goodwill, and recognition of the immense variety of paths by which the soul can fulfill its ultimate destiny. Can we face the challenge of Gandhi’s ideals and ideas ? They have not yet been fully utilized. The revolutionary Gandhi, who was far ahead of his times, has not been fully understood by the younger generation. Gandhis thoughts need to be disseminated amongst our youth. It is the ideas, which have a stupendous role in talking the human society forward ; towards desired goal. Aims of Gandhian Education : Gandhiji’s has in divided educational aims into two categories as under. 1. Immediate Aims of Education 2. Ultimate Aims of Education Immediate Aims of Gandhian Education : Immediate aims of Gandhiji’s education are given below : 1) Vocational Aim – Gandhiji’s wished that each child should, through his education, be able to learn a productive craft to meet his future needs of life by adopting some industry or business. Hence, he advocated education for self – reliance and capacity to earn ones

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livelihood as the main aim of education. By this aim he did not mean to make the child a labourer. He wished that each child should earn while engaged in learning and gain some learning as he is busy with earning. 2) Cultural Aim – Gandhiji wished that education should develop Indian culture. Hence, he advocated that together with vocational education, cultural advancement should also be achieved. The two aspects of development should go together side by side. He exhorted – “I consider the cultural aspect of education as more essential than its academic aspect. Culture is the main foundation and an essential and special part of education. Hence, all types of human activities should bear the imprint of culture and refinement.” 3) Perfect Development Aim – Gandhiji insisted that education should develop all aspects of individuality harmoniously. Thus, writing in his famous magazine “Harijan” on 11th September, 1937 he writes – “The real education is that which fully develops the body, mind and soul of children” 4) Moral or Character Development – Like Herbart, Gandhiji also believed that one of the essential aims of education is the moral development or character development. About this Gandhiji has written in his autobiography – “I have always given top position to culture of heart and character development in the process of education. I consider character building as the main and essential basis of educational development”. 5) Liberation Aim – the fifth aim of education according to Gandhiji is that education should liberate body, mind and soul. By liberation he meant two kinds of liberation. One was the liberation from all kinds of economic, social, political and mental slavery. The second was, the liberation of the soul from worldly pursuits and devote itself to higher forms of spiritual living. Education should provide this spiritual freedom for self – growth and realization of the self. Ultimate Aim of Education : According to Gandhiji, the ultimate aim of education is to realize God. All other aims are subservient to this supreme aim. It is the same aim of self – realization which is coming down since the very early times of Indian wisdom and which constitutes the essence of Indian Philosophy. Gandhiji wishes that every child should grow into a divine human being by realizing Goodliness in his self. Gandhiji’s himself writes. “To develop the self is to build character and to prepare the self for complete realization and realization of Goodliness”. Consisting of three distinct institutions viz., Gandhigram Trust, Gandhigram Rural Institute, Gandhigram Institute of Rural Health and Family Welfare Trust, Gandhigram right from the beginning focused on agriculture development, promotion of Khadi and Village Industries, rural housing, training – cum research in rural health, environmental sanitation, family welfare maternity and child welfare, pre-school education and taking higher education to rural areas and so on. Over the years, its contribution to rural development in providing a new strain of life has been substantial. Genesis of Gandhigram Rural Institute :

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With a view to providing a rural and rural problem – centred education to rural youth and to train them as social engineers for serving in rural areas, a Rural Institute of Higher Education was established to Gandhigram in 1956 as part of a national experiment which included fourteen other centers. The experiment was based on Gandhiji’s revolutionary concept of Nai Talim system of education. This programme of rural higher education was considered to be a healthy deviation from the mainstream traditional higher education in India. While most of the centers of rural higher education got affiliated to conventional universities, Gandhigram Rural Institute stuck steadfastly to its original vision, and after 20 years of yeoman service in the field of rural higher education it became a Deemed University in 1976. The Institute stands for Gandhian ideas of education with the following objectives. i)

To provide for instruction and training in branches of learning that will promote a classless and casteless society ;

ii)

To undertake research and help in the advancement and dissemination of knowledge ; and

iii)

To function as a center for extension work leading to integrated rural development. In order to realize the objectives, the Institute has adopted a three – pronged strategy viz., offering academic programmes with a rural bias, rural – oriented action research and pro-poor extension activities. The Institute gives equal weightage to all the three components as all of them are interrelated and interdependent.

Gandhiji’s Views on the Teachers : Gandhiji’s advocated devotion to the teacher (Guru – Bhakti). He says, “Education of the heart could only be done through the living touch of the teacher”. Education becomes effective and faithful only to the extent to which there is a personal touch between the teacher and the taught. A flower in bloom is loved by all and in this lies its glory. Similarly man may be viewed as having achieved everything in life when he becomes perfect in character. If the best flowers among mankind take to teaching, society is abundantly enriched, their fragrance and beauty and then made the best use of. Therefore, teachers should develop such character which will help them to elicit devotion from the students. It will be very difficult to achieve character building in the absence of devotion to the teacher”. Gandhiji anticipated a nonviolent personality in the teacher. He should have devotion to duty, to the students and to God. He is to play the role of a mother. Therefore, Gandhi in his book, My views of Education, Says, “One who cannot take the place of a mother cannot be a teacher’. In his book, “True Education” he says, “I have not used the word teacher in this article. I, throughout, used the word’ mother teacher’ in its place, because the teacher must really by a mother to the children. The child should never feel that he is being taught. Let her simply keep her eye upon him and guide him”. I deal with Trust first of all, as the Satyagraha Ashram owes its very existence to the pursuit and the attempted practice of Truth.

Gandhiji views on students

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·

Conduct night & day schools with just a short course , well conceived , to last the period of the vacation.

·

Visit Harijan quarters and clean them, taking the assistance of Harijan if they would give it.

·

Taking Harijan children for excursions, showing them sights near the villages and teaching them how to study nature, and generally interesting them in their surroundings giving them by the way a working knowledge of geography & history.

·

Reading to them simple stories from the Ramayana and the Mahabharata.

·

Teaching them simple Bhajans.

·

Cleaning the Harijan boys of all the dirt that they would find about their persons and giving both the grown ups and the children simple lessons in hygiene.

·

Taking a detailed census in selected areas of the conditions of the Harijans.

·

Taking medical aid to the ailing Harijans. This is but a sample of what is possible to do among the Harijans. It is a list hurriedly made, but a thoughtful student will, I have no doubt, add many other items.

REFERENCE: · · ·

Gandhiji.M.K: My experiments with truth, and Auto-Biography, Maple Press Pvt. Ltd., Noida (U.P): India. Karelia.P: Development and effectiveness of creative reading in terms of students creativity, 1994. NCTAF, USA (2004) High Quality teacher preparation – higher education crucial role.

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HUMAN RIGHTS ABUSES IN JAMMU AND KASHMIR Mohammad Amin Rather , State President, Jammu and Kashmir Human Rights & Anti Corruption Forum, [email protected] Introduction Human rights abuses in the Jammu and Kashmir state are an ongoing issue. The abuses range from mass killings, forced disappearances, torture, rape and sexual abuse to political repression and suppression of freedom of speech. In a 1993 report, Human Rights Watch stated that Indian security forces "assaulted civilians during search operations, tortured and summarily executed detainees in custody and murdered civilians in reprisal attacks"; according to the report, militants had also targeted civilians, but to a lesser extent than security forces. Rape was regularly used as a means to "punish and humiliate" communities. A 2010 US state department report stated that the Indian army in Jammu and Kashmir had carried out extrajudicial killings of civilians and suspected insurgents. The report also described killings and abuse being carried out by insurgents and separatists. In 2010, statistics presented to the Indian government's Cabinet Committee on Security showed that for the first time since the 1980s, the number of civilian deaths attributed to the Indian forces was higher than those attributed to terrorist actions. The Indian Army claims that 97% of the reports about the human rights abuse have been found to be "fake or motivated" based on the investigation performed by the Army. Blood & Death in Jammu & Kashmir Human rights activists and others often argue, that since the militants do not accept either the Indian Constitution or Indian law, these do not apply to them, and as such their human rights violations, as it were, cannot be criticised, as violations as such, since they have not violated anything they themselves have accepted as law, or as a valid standard. In this vein, it is argued that violations by the militants, or individual terrorism, should not be the subject of study, since Indian law applies only to security forces and the Indian state, who are instead guilty of state terrorism. This betrays an ignorance of international humanitarian law all of which applies to all combatants, militant or statist. The international legal instruments including the Universal Declaration of Human Rights, International Covenant on Civil and Political Rights, Geneva Conventions, etc., which India has signed, apply to both the Indian forces as well as to the militants. Since 1990, there has been substantial militant activity in the State. According to police sources, there were 5,153 incidents of violence and other militant activities in that year. These rose sharply to 7,315 incidents in 1992, and amounted to 7987, 8784, 8731 and 6633 incidents in 1993, 1994, 1995 and 1996 respectively. After this, with an elected National Conference government taking office in October 1996, militant activity declined to 4702,

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4150, and 4326 incidents in 1997, 1998 and 1999 respectively. In the 10 year period from January 1990 to December 1999, there were a total of 63,387 incidents involving the militants, signifying a high level of activity, which was however, significantly reduced after 1996. The militants also targeted political activists. In 1996, as many as 61 were killed, of which 36 were from the NC, and 19 from the Congress. In 1997, 1998, and 1999, 57, 52, and 47 political activists, of which 121 were from the NC, and 18 were from the Congress, were killed by militants. The plan by the militants was obviously to discourage 'over-ground' political activity, particularly by the major parties: the NC and the Congress which bore the brunt of the killings. But the killing of 217 political activists over a period of just 4 years, is a premeditated assault on legitimate political activity and is as such a clearly politically motivated human rights atrocity. The pattern of destruction of property by militants was similar to the total incidents of militant activity. For instance, in 1990, according to official sources, as many as 802 public buildings including 129 schools, 172 bridges and 501 other buildings, were destroyed or extensively damaged allegedly by militants. By 1991, this total plummeted to 93, going up by 1994 to 337. By 1996, public buildings destroyed came down to 122, falling further to only 29 in both 1997 and 1998, to a low of 18 in 1999. In 1996, 602 private buildings were destroyed, of which 432 were stated to belong to the majority community, and 170 to the minority community. By 1997, this came down to a total of 437 private buildings of which 303 and 134 were owned by the majority and minority communities, respectively. In 1998, the total dropped to 273, of which 189 and 84 were majority and minority community owned, respectively. There was a slight increase in 1998, the total going up to 284, of which 233 and 51 were buildings belonging to the majority and minority communities respectively. Human rights activists question these figures arguing that some of this damage is collateral damage, caused by the security forces in the course of their counter insurgency operations. Even if this was so, and these would be human rights violations, systematically deflated figures would still indicate the widespread damage to public and private property by militant activity, causing grave damage and grief to the civilian population. Other attacks by militants include the use of explosions through mines, IEDs using RDX, and so on. There were as many as 1280 such attacks in 1990, reduced to 358 in 1996, 255 in 1997, and 264 in 1998, and 293 in 1999. Between 1990 and 1999, i.e. in a period of 10 years, there have been 4,013 such attacks. In this case, this particular form of militant activity is unfocussed in its choice of victims. Apart from the security forces who often, though not always, appear to be the main target, innocent civilians, including hapless women and children, are also killed. Since these explosions are often set off by remote control, this form of militant activity is the most violative of the human rights of innocents, whose only fault was that they were in the wrong place at the wrong time, even if that place was their home, and the assailant was a foreigner. Another form of militant activity has been through grenade attacks, which from 242 in 1990, rose to 821 in 1994, going down to 444, 168, 187, and 201 in 1996, 1997, 1998, and 1999 respectively. In the 10 year period of January 1990 to December 1999, there have been a total of 4,231 such attacks. In these attacks also, both security forces and innocent civilians are killed. Often such attacks are followed by indiscriminate firing and even arson by security forces, in violation of both international and Indian humanitarian law, according to media and

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human rights reports. But such attacks themselves, while an act of terror directed against the Indian state, are also a violation by the militants of the human rights of innocent civilians. By far the largest violations of human rights are in so-called 'cross firings' between militants and security forces, in which a very large number of innocent civilians are killed and wounded. In 1990, there were only 475 such incidents. These peaked at 1891 in 1995. In 1996, 1997, 1998 and 1999, there were 1089, 959, 1126 and 1205 such incidents. In other words, these have increased since 1997. In all, between 1990 and 1999, there were as many as 13,129 such incidents. While it is true that in many such incidents, the firing is initiated by the militants, a large proportion of the casualties are caused by indiscriminate, and often panic stricken, firing by the security forces. To cite only one recent instance, in the August 1, 2000 cross firing between two alleged foreign militants and the CRPF guarding the Amarnath pilgrims in Pahalgam, 35 civilians, apart from the two alleged militants, were killed. Media reports, as well as the CRPF personnel we interviewed in Pahalgam concede, that a large proportion of the Amarnath yatris and local porters who were killed, were killed not by the two militants who were killed in the first 10 minutes of the firefight, but by the panic stricken CRPF jawans who continued firing for another 20 minutes. Despite the national furore over the episode, no judicial enquiry has been ordered. Almost all analysts we interviewed claim that up to 80% of the civilians killed in cross firing are killed by the very same security forces who are supposed to protect hem. Civilian casualties in the cross firing have been verified by the high level administrative enquiry headed by Lt. General J.R. Mukherjee, Corp Commander, Kashmir. Civilians are also killed in random firing, which increased from 744 incidents in 1990 to peak at 1428 in 1996. In 1997, 1998 and 1999, there were 950, 795 and 838 such incidents, respectively. There were a total of 9,829 such incidents in the 10 year period from 1990 to 1999. Civilian loss of life and limb in such instances of militant firing are also a human rights violation. Accountability still missing for human rights violations in Jammu and Kashmir Twenty-five years after the introduction of the Armed Forces Special Powers Act in Jammu and Kashmir, the law continues to feed a cycle of impunity for human rights violations, Amnesty International said in a new report published on 1 July 2015. The report, “Denied: Failures in accountability for human rights violations by security force personnel in Jammu and Kashmir”, documents the obstacles to justice faced in several cases of human rights violations believed to have been committed by Indian security force personnel in Jammu and Kashmir. It focuses particularly on Section 7 of the Armed Forces (Jammu and Kashmir) Special Powers Act, 1990 (AFSPA), which grants virtual immunity to members of the security forces from prosecution for alleged human rights violations. Till now, not a single member of the security forces deployed in the state has been tried for human rights violations in a civilian court. This lack of accountability has in turn facilitated other serious abuses. Minar Pimple, Senior Director of Global Operations at Amnesty International, “5 July 2015 will mark 25 years since the AFSPA in effect came into force in Jammu and Kashmir. Till now, not a single member of the security forces deployed in the state has been tried for human rights violations in a civilian court. This lack of accountability

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has in turn facilitated other serious abuses,” said Minar Pimple, Senior Director of Global Operations at Amnesty International. “The current Chief Minister of Jammu and Kashmir, Mufti Mohammed Sayeed, was the Union Minister for Home Affairs when the AFSPA was enacted by the Indian Parliament in 1990. He now has a historic opportunity to work to remove this oppressive law,” said Minar Pimple. The report is based on in-depth research in Jammu and Kashmir, including interviews with 58 family members of victims of alleged human rights violations by security forces, Right to Information applications, examination of police and court records, and interviews with civil society groups, lawyers, and government officials. The report reveals that the central government has denied permission, or ‘sanction’, to prosecute under section 7 of the AFSPA in every case brought against members of the army or paramilitary, or in a small number of cases, has kept the decision pending for years. It also documents a lack of transparency in the sanction process.“Not a single family interviewed for the report had been informed by the authorities of the status or outcome of a sanction request in relation to their case,” said Divya Iyer, Research Manager at Amnesty International India. Mohammad Amin Magray, uncle of 17-year-old Javaid Ahmad Magray, who was killed in April 2003 by security force personnel, told Amnesty International India, “If the Army knew they would be charged, and will have to go to court and be prosecuted, they will think ten times before they pull their triggers on an innocent…The AFSPA is a like a blank cheque from the government of India to kill innocents like my nephew”. Many families interviewed said that the AFSPA also provides immunity for security force personnel indirectly. “Police and court records pertaining to nearly 100 cases of human rights violations filed by families of victims between 1990 and 2012 showed that the Jammu and Kashmir police often failed to register complaints or take action on registered complaints until they were compelled,” said Divya Iyer. “In some cases, army personnel have been reluctant or refused to cooperate with police investigations.” The army has dismissed more than 96 per cent of all allegations of human rights violations against its personnel in Jammu & Kashmir as “false or baseless”. However the evidence for finding the majority of allegations false is not publicly available. Few details of the investigations or military trials conducted by the security forces are available to the public. In a rare exception, in November 2014, the army had revealed that a court martial had convicted and sentenced to life imprisonment five soldiers for shooting and killing three men in a ‘fake encounter’ – a staged extrajudicial execution - in Machil, Jammu and Kashmir, in 2010. “The convictions in the Machil case were a welcome measure. But for justice to be consistently delivered, security force personnel accused of human rights violations should be prosecuted in civilian courts,” said Divya Iyer. There is growing acceptance internationally that military courts should not have jurisdiction to try security forces for human rights violations. Military courts in India also suffer from particular structural flaws related to their competence, independence and impartiality, which render them unsuitable for prosecuting human rights violations. “By not addressing human rights violations committed by security force personnel in the name of national security, India has not only failed to uphold its international obligations, but has also failed its own Constitution,” said Minar Pimple.

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The National Human Rights Commission's (NHRC) presence has not been effective in improving the human rights record; For instance, the NHRC lacks the jurisdiction to investigate complaints of violations by the army and paramilitary forces. New Delhi continues to deny permission for various human rights organizations such as Human Rights Watch, UN Special Rapporteur of Torture and others, to visit Jammu and Kashmir and investigate the violations. Chief Secretary Ashok Jaitley acknowledged that while disciplinary action was taken against security personnel involved in large massacres in the mid-1990s, no prosecutions take place as no witness will dare step forward. What action is taken is not made public. In the past, the GOI has made public a number of prosecutions of members of security forces for rape. However, even these amount to no more than a handful; many other incidents of rape have never been prosecuted. In its 1999 report, Human Rights Watch stated that was not aware of a single prosecution in a case of the torture or summary execution of a detainee in the ten years since the conflict began. The fact that the officer indicted in the 1996 murder of a human rights lawyer Jalil Andrabi, has not yet been arrested, contrasts sharply with the GOI's claim that it has ensured greater accountability from its forces in Kashmir. CONCLUSION : What is more striking and depressing in what is, arguably the most beautiful State in India is the atmosphere of fear and despair. Civil life is so disturbed that minimum basic needs of the commoners are not meted out and none has time to look into these matters seriously. Children constitute about 38% of the J& K state's population and out of these children we have 2 to 3% children who are either orphan, destitute or neglected one and who do not get basic needs for protection, healthcare, food, education and especially as well as for love and affection, security, learning, through exploration and safe environment. (The Kashmir Times, 31.10.2000). Intellectuals including journalists and faculty in Kashmir University are wary and even scared of speaking openly, particularly against the militants and the Army. W hile some general statements may be permissible, any specific comment has had on occasion serious, even fatal, consequences. The fear coupled with rampant alienation perhaps leads to a special kind of `political correctness'. The only real solution to human rights atrocities is the cessation of hostilities. But for this to occur, and last, a political solution is imperative. Failing that some measures are possible that will reduce, but not wholly eliminate, human rights violations. REFERENCES · · · ·

Human rights abuses in Jammu and Kashmir., retrieved on 18-11-2015 from https://en.wikipedia.org/wiki/Human_rights_abuses_in_Jammu_and_Kashmir Human Rights Violations in Jammu & Kashmir - A Report., retrieved on 18-11-2015 from http://www.outlookindia.com/article/human-rights-violations-in-jammu--kashmir--areport/211099 Akhila Raman., India's Human rights record in J&K., retrieved on 18-11-2015 from http://indiatogether.org/peace/kashmir/articles/indhr.htm India: Accountability still missing for human rights violations in Jammu and Kashmir (1 July 2015) ., retrieved on 18-11-2015 from https://www.amnesty.org/en/latest/news/2015/07/indiaaccountability-still-missing-for-human-rights-violations-in-jammu-and-kashmir/

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GLOBALIZATION, PRIVATIZATION, LIBERALIZATION AND PEACE EDUCATION V.GNANAVEL, Asst. Professor, Siga College of Educaton, Villupuram . Ph. D Scholar in Tamil Nadu Teacher Education University. P.CHITRA, Asst Professor , E.S. College of Education , Villupuram. Ph.D Scholar T.N.T.E.U Abstract : In India from time immemorial ,people belonging to various religious faith lived in harmony and peace. . Values aim at perfections, self-realization, satisfaction, perfection, development, integrity and cohesion etc. The greater consideration and importance of values, the better is social group. Communalism is an ideology which envisages the religious community as a political group committed to the protection and promotion of its social and economic interests and cultural values. In contemporary India, communalism designates not only the conflicts between extremist religious communities, but also those between people of the same religion but from different regions and states. It is the responsibility of the teacher to inculcate values in the students. . As far as the requirement of peace education is concerned, there is need for spread of peace education for the students so that they can become efficient members of society. Although liberalization, privatization and globalization (LPG) have their own benefits for progress in this modern society, but they have led to rising of many social evils also. People of all countries have lost the peace of minds as well as harmony in their respective societies due to LPG. . In this paper, a systematic attempt has been made to illustrate the meaning of values and value education, their need, principles about the determination of values, classification of values, different values enshrined in the Indian Constitution, peace education, process of liberalization, privatization, globalization and role of the peace education for inculcating values among students for developing the spirit of communal harmony. Value and Peace Education are significant for combating social evils produced by liberalization, privatization and globalization (LPG). Thus Peace can be attained through value and peace education for achieving the objective of National Integration.

Keywords: Globalization ,liberalization ,privatization, value Education ,Teacher, Communal harmony, Students, Peace Education Objectives ·

To understand the concepts of liberalization, privatization and

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globalization

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To study the growth of information technology and communication

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and it’s impact manifested in everyday life.

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To examine impact of globalization on industry; changes in

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employment and increasing migration.

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To bring out the changes in the agrarian sector due to globalization;

Globalization and privatization have become the buzzword sin the current economic scenario. The concepts of liberalization globalization and privatization are actually closely related to one another. This LPG phenomenon was first initiated in the Indian Economy in 1990 when the Indian Economy experienced a severe crisis. There was decline in the country’s export earnings, national income and industrial output. The government had to seek aid from IMF to resolve it’s debt problem. That is when the government decided to introduce the New Industrial Policy (NIP) in 1991 to start liberalizing the Indian economy. Liberalization means elimination of state control over economic activities. It implies greater autonomy to the business enterprises in decision-making and removal of government interference. It was believed that the market forces of demand and supply would automatically operate to bring about greater efficiency and the economy would recover. This was to be done internally by introducing reforms in the real and financial sectors of the economy and externally by relaxing state control on foreign investments and trade. With the NIP’ 1991 the Indian Government aimed at integrating the country’s economy with the world economy, improving the efficiency and productivity of the public sector. Globalization : Globalization is the process of international integration arising from the interchange of world views, products, ideas, and other aspects of culture Advances in transportation, such as the steam locomotive, steamship, jet engine, container ships, and in telecommunications infrastructure, including the rise of the telegraph and its modern offspring, the Internet, and mobile phones, have been major factors in globalization, generating further interdependence of economic and cultural activities. Though scholars place the origins of globalization in modern times, others trace its history long before the European Age of Discovery and voyages to the New World. Some even trace the origins to the third millennium BCE Large-scale globalization began in the 19th century. In the late 19th century and early 20th century, the connectedness of the world's economies and culture grew very quickly. The concept of globalization is a very recent term, only establishing its current meaning in the 1970s, which 'emerged from the intersection of four interrelated sets of "communities of practice": academics, journalists, publishers/editors, and librarians. In 2000, the International Monetary Fund (IMF) identified four basic aspects of globalization: trade and transactions, capital and investment movements, migration and movement of people, and the dissemination of knowledge. Further, environmental challenges such as global warming, cross-boundary water and air pollution, and over-fishing of the ocean are linked with globalization. Globalizing processes affect and are affected by business and work organization, economics, socio-cultural res of privatization.

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Privatization is closely associated with the phenomena of globalization and liberalization. Privatization is the transfer of control of ownership of economic resources from the public sector to the private sector. It means a decline in the role of the public sector as there is a shift in the property rights from the state to private ownership. The public sector had been experiencing various problems , since planning, such as low efficiency and profitability, mounting losses, excessive political interference, lack of autonomy, labour problems and delays in completion of projects. Hence to remedy this situation with Introduction of NIP’1991 privatization was also initiated into the Indian economy. Another term for privatization is Disinvestment. The objectives of disinvestment were to raise resources through sale of PSUs to be directed towards social welfare expenditures, raising efficiency of PSUs through increased competition, increasing consumer satisfaction with better quality goods and services, upgrading technology and most importantly removing political interference ours, and the natural environment. Privatization, also spelled privatization, may have several meanings. Primarily, it is the process of transferring ownership of a business, enterprise, agency, public service, or public property from the public sector (a government) to the private sector, either to a business that operates for a profit or to a nonprofit organization. It may also mean the government outsourcing of services or functions to private firms, e.g. revenue collection, law enforcement, and prison management. Privatization has also been used to describe two unrelated transactions. The first is the buying of all outstanding shares of a publicly traded company by a single entity, making the company privately owned. This is often described as private equity. The second is a demutualization of a mutual organization or cooperative to form a joint-stock company. The Economic Policy of India. . The country had to make a deposit of 47 tons of gold to the Bank of England and 20 tons to the Union Bank of Switzerland. This was necessary under a recovery pact with the IMF or International Monetary Fund. Furthermore, the International Monetary Fund necessitated India to assume a sequence of systematic economic reorganization. Consequently, the then Prime Minister of the country, P V Narasimha Rao initiated groundbreaking economic reforms. However, the Committee formed by Narasimha Rao did not put into operation a number of reforms which the International Monetary Fund looked for. Narasimha Rao Committee's Recommendations: The recommendations of the Narasimha Rao Committee were as follows: 1. Bringing in the Security Regulations (Modified) and the SEBI Act of 1992 which rendered the legitimate power to the Securities Exchange Board of India to record and control all the mediators in the capital market. 2. Doing away with the Controller of Capital matters in 1992 that determined the rates and number of stocks that companies were supposed to issue in the market. 3. Launching of the National Stock Exchange in 1994 in the form of a computerised share buying and selling system which acted as a tool to influence the restructuring of

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the other stock exchanges in the country. By the year 1996, the National Stock Exchange surfaced as the biggest stock exchange in India. 4.

In 1992, the equity markets of the country were made available for investment through overseas corporate investors. The companies were allowed to raise funds from overseas markets through issuance of GDRs or Global Depository Receipts.

5. Promoting FDI (Foreign Direct Investment) by means of raising the highest cap on the contribution of international capital in business ventures or partnerships to 51 per cent from 40 per cent. In high priority industries, 100 per cent international equity was allowed. 6. Cutting down duties from a mean level of 85 per cent to 25 per cent, and withdrawing quantitative regulations. The rupee or the official Indian currency was turned into an exchangeable currency on trading account. 7. Reorganizations of the methods for sanction of FDI in 35 sectors. The boundaries for international investment and involvement were demarcated Peace education is the process of acquiring the values, the knowledge and developing the attitudes, skills, and behaviors to live in harmony with oneself, with others, and with the natural environment. There are numerous United Nations declarations on the importance of peace education. Ban Ki Moon, U.N. Secretary General, has dedicated the International Day of Peace2013 to peace education in an effort to refocus minds and financing on the preeminence of peace education as the means to bring about a culture of peace. Koichiro Matsuura, the immediate past Director-General of UNESCO, has written of peace education as being of "fundamental importance to the mission of UNESCO and the United Nations". Peace education as a right is something which is now increasingly emphasized by peace researchers such as Betty Reardon and Douglas Roche There has also been a recent meshing of peace education and human rights education.

Since the early decades of the 20th century, “peace education” programs around the world have represented a spectrum of focal themes, including anti-nuclearism, international understanding, environmental responsibility, communication skills, nonviolence, conflict resolution techniques, democracy, and human rights awareness, tolerance of diversity, coexistence and gender equality, among others. Some have also addressed spiritual dimensions of inner harmony, or synthesized a number of the foregoing issues into programs on world citizenship. While academic discourse on the subject has increasingly recognized the need for a broader, more holistic approach to peace education, a review of field-based projects reveals that three variations of peace education are most common: conflict resolution training, democracy education, and human rights education. New approaches are emerging and calling into question some of theoretical foundations of the models just mentioned. The most significant of these new approaches focuses on peace education as a process of worldview transformation. Peace Education : Peace education programs centered on conflict resolution typically focus on the social-behavioral symptoms of conflict, training individuals to resolve inter-personal disputes through techniques of negotiation and (peer) mediation. Learning to manage anger, “fight fair and improve communication through skills such as listening, turn-taking,

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identifying needs, and separating facts from emotions, constitute the main elements of these programs. Participants are also encouraged to take responsibility for their actions and to brainstorm together on compromises Democracy education [peace education programs centred on democracy education typically focus on the political processes associated with conflict, and postulate that with an increase in democratic participation the likelihood of societies resolving conflict through violence and war decreases. At the same time, “a democratic society needs the commitment of citizens who accept the inevitability of conflict as well as the necessity for tolerance” Human rights education: “Human rights education does not work in communities fraught with conflict unless it is part of a comprehensive approach… In fact, such education can be counterproductive and lead to greater conflict if people become aware of rights which are not realized. In this respect, human rights education can increase the potential for conflict

REFERENCES ·

Marcella Vigneri and Paulo Santos (2007) "Ghana and the cocoa marketing dilemma: What has liberalisation without price competition achieved?", Overseas Development Institute

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Matsuura, Koichiro. (2008) 'Foreword'. In: J.S.Page Peace Education: Exploring Ethical and Philosophical Foundations. Charlotte: Information Age Publishing. p.xix. Reardon, Betty. (1997). 'Human Rights as Education for Peace'. In: G.J. Andrepoulos and R.P. Claude (eds.) Human Rights Education for the Twenty-First Century. (255261). Philadelphia: University of Pennsylvania Press. Roche, Douglas. (1993). The Human Right to Peace. Toronto: Novalis. United Nations General Assembly. (1993) Vienna Declaration and Programme of Action (World Conference on Human Rights). New York: United Nations. (A/CONF. 157/23 on June 25, 1993). Part 2, Paragraphs 78-82. Harris, Ian and Synott, John. (2002) 'Peace Education for a New Century' Social Alternatives 21(1):3-6

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LIFE SKETCH OF HIS HOLINESS DALAI LAMA AND HIS CONTIBUTIONS TO PEACE EDUCATION Jalli Pothuraju , Corresponding Author: Research Scholar, Dept. of Education, Acharya Nagarjuna University, Nagarjuna Nagar, Guntur522510. Email: [email protected]. Dr. G. Yashoda , Asst. Prof., Dept. of Education, Acharya Nagarjuna University, Nagarjuna Nagar, Guntur-522510. ABSTRACT: His holiness Dalai Lama is a monk of the Gelug or "Yellow Hat" school of Tibetan Buddhism the newest of the schools of Tibetan Buddhism founded by Je Tsongkhapa. The 14th and current Dalai Lama is Tenzin Gyatso. The Dalai Lama is considered to be the successor in a line of tulkus who are believed to be incarnations of Avalokiteśvara the Bodhisattva of Compassion. The name is a combination of the Mongolic word ‘dalai’ meaning "ocean" and the Tibetan word (bla-ma) meaning "guru, teacher, mentor". The Tibetan word "lama" corresponds to the better known Sanskrit word "guru". He is the spiritual leader of Tibet. He was born on 6 July 1935, to a farming family, in a small hamlet located in Taktser, Amdo, and north eastern Tibet. The Dalai Lamas are believed to be manifestations of Avalokiteshvara or Chenrezig, the Bodhisattva of Compassion and the patron saint of Tibet. Bodhisattvas are believed to be enlightened beings who have postponed their own nirvana and chosen to take rebirth in order to serve humanity. On 21 September 1987 in his address to members of the United States Congress in Washington, DC, He proposed a Five-Point Peace Plan for Tibet as the first step towards a peaceful solution to the worsening situation in Tibet. On 15 June 1988 in an address to members of the European Parliament in Strasbourg, He made another detailed proposal elaborating on the last point of the Five-Point Peace Plan. He proposed talks between the Chinese and Tibetans leading to a self-governing democratic political entity for all three provinces of Tibet. This entity would be in association with the People's Republic of China and the Chinese Government would continue to remain responsible for Tibet's foreign policy and Defence. He has travelled to more than 67 countries spanning 6 continents. He has received over 150 awards, honorary doctorates, prizes, etc., in recognition of his message of peace, non-violence, inter-religious understanding, universal responsibility and compassion. He has also authored or co-authored more than 110 books. This paper will give detailed information regarding Dalai Lama and his contribution to Peace Education KEY WORDS: Dalai Lama, Peace Education.

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INTRODUCTION His holiness Dalai Lama was born on 6 July 1935, and named Lhamo Thondup, to a Tibetan farming family in the small village of Taktser, located in the province of Amdo. The name, Lhamo Thondup, literally means ‘Wish-Fulfilling Goddess’. Taktser (Roaring Tiger) was a small village that stood on a hill overlooking a broad valley. Its pastures had not been settled or farmed for long, only grazed by nomads. The reason for this was the unpredictability of the weather in that area, He writes in his autobiography, “During my early childhood, my family was one of twenty or so making a precarious living from the land there”. His parents were small farmers who mostly grew barley, buckwheat and potatoes. His father was a man of medium height with a very quick temper. “I remember pulling at his moustache once and being hit hard for my trouble”. “Yet he was a kind man too and he never bore grudges”. His Holiness recalls his mother as undoubtedly one of the kindest people he has ever known. She had a total of sixteen children, of whom seven lived. He had two sisters and four brothers who survived their infancy. Tsering Dolma, the eldest child, was eighteen years older than His Holiness. At the time of His Holiness’ birth she helped her mother run the house and acted as her midwife. “When she delivered me, she noticed that one of my eyes was not properly open. Without hesitation she put her thumb on the reluctant lid and forced it wide fortunately without any ill effect”, narrate His Holiness. He had three elder brothers: Thubten Jigme Norbu the eldest, who was recognized as the reincarnation of a high lama, Taktser Rinpoche, Gyalo Thondup and Lobsang Samden. The youngest brother, Tenzin Choegyal was also recognized as the reincarnation of another high lama, Ngari Rinpoche. “Of course, no one had any idea that I might be anything other than an ordinary baby. It was almost unthinkable that more than one tulku (reincarnation) could be born into the same family and certainly my parents had no idea that I would be proclaimed Dalai Lama”, His Holiness writes. Though the remarkable recovery made by His Holiness' father from his critical illness at the time of His Holiness' birth was auspicious, it was not taken to be of great significance. “I myself likewise had no particular intimation of what lay ahead. My earliest memories are very ordinary.” His Holiness recollects his earliest memory, among others, of observing a group of children fighting and running to join in with the weaker side. “One thing that I remember enjoying particularly as a very young boy was going into the chicken coop to collect the eggs with my mother and then staying behind. I liked to sit in the hens' nest and make clucking noises. Another favorite occupation of mine as an infant was to pack things in a bag as if I was about to go on a long journey. I'm going to Lhasa, I'm going to Lhasa, I would say. This, coupled with my insistence that I be allowed always to sit at the head of the table, was later said to be an indication that I must have known that I was destined for greater things”. His Holiness is considered to be the reincarnation of each of the previous thirteen Dalai Lamas of Tibet (the first having been born in 1391 AD), who are in turn considered to be manifestations of Avalokiteshvara, or Chenrezig, the Bodhisattva of Compassion, holder of the White Lotus. Thus His Holiness is also believed to be a manifestation of Chenrezig, in fact the seventy-fourth in a lineage that can be traced back to a Brahmin boy who lived in the time of Buddha Shakyamuni. “I am often asked whether I truly believe this. The answer is not simple to give. But as a fifty-six year old, when I consider my experience during this present life, and given my Buddhist beliefs, I have no difficulty accepting that I am spiritually

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connected both to the thirteen previous Dalai Lamas, to Chenrezig and to the Buddha himself”. EDUCATION IN TIBET His Holiness began his monastic education at the age of six. The curriculum consisted of five major and five minor subjects. The major subjects were logic, Tibetan art and culture, Sanskrit, medicine, and Buddhist philosophy which was further divided into a further five categories: Prajnaparimita, the perfection of wisdom; Madhyamika, the philosophy of the middle Way; Vinaya, the canon of monastic discipline; Abidhamma, metaphysics; and Pramana, logic and epistemology. The five minor subjects were poetry, music and drama, astrology, composition, phrasing, and synonyms. At 23, His Holiness sat for his final examination in Lhasa’s Jokhang Temple, during the annual Monlam (prayer) Festival in 1959. He passed with honors and was awarded the Geshe Lharampa degree, the highest-level degree, equivalent to a doctorate of Buddhist philosophy. LEADERSHIP RESPONSIBILITIES In 1950 His Holiness was called upon to assume full political power after China's invasion of Tibet in 1949-50. In 1954, he went to Beijing for peace talks with Mao Zedong and other Chinese leaders, including Deng Xiaoping and Chou Enlai. But finally, in 1959, with the brutal suppression of the Tibetan national uprising in Lhasa by Chinese troops, His Holiness was forced to escape into exile. Since then he has been living in Dharamsala, northern India. Since the Chinese invasion, the Central Tibetan Administration led by His Holiness appealed to the United Nations on the question of Tibet. The General Assembly adopted three resolutions on Tibet in 1959, 1961 and 1965. DEMOCRATIZATION PROCESS In 1963, His Holiness presented a draft democratic constitution for Tibet that was followed by a number of reforms to democratize the Tibetan administrative set-up. The new democratic constitution promulgated as a result of this reform was named "The Charter of Tibetans in Exile". The charter enshrines freedom of speech, belief, assembly and movement. It also provides detailed guidelines on the functioning of the Tibetan Administration with respect to those living in exile. In 1992, the Central Tibetan Administration issued guidelines for the constitution of a future, free Tibet. The guidelines outlined that when Tibet became free the immediate task would be to set up an interim government whose first responsibility will be to elect a constitutional assembly to frame and adopt Tibet's democratic constitution. His Holiness also stated that he hoped that Tibet, comprising of the three traditional provinces of U-Tsang, Amdo and Kham, would be federal and democratic. In May 1990, the reforms called for by His Holiness saw the realization of a truly democratic administration in exile for the Tibetan community. The Tibetan Cabinet (Kashag), which till then had been appointed by His Holiness, was dissolved along with the Tenth Assembly of the Tibetan People's Deputies (Tibetan parliament in exile). In the same year, exile Tibetans on the Indian sub-continent and in more than 33 other countries elected 46 members to the expanded

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Eleventh Tibetan Assembly on a one-man one-vote basis. The Assembly, in its turn, elected the new members of the cabinet. In September 2001, a further major step in democratization was taken when the Tibetan electorate directly elected the Kalon Tripa, the senior-most minister of the Cabinet. The Kalon Tripa in turn appointed his own cabinet who had to be approved by the Tibetan Assembly. In Tibet's long history, this was the first time that the people elected the political leadership of Tibet. Since the direct election of the Kalon Tripa, the system of the institution of Gaden Phodrang of the Dalai Lama as both the spiritual and temporal authority ended. Since then, His Holiness described himself as being semi-retired. PEACE INITIATIVES On 21 September 1987 in his address to members of the United States Congress in Washington, DC, His Holiness proposed a Five-Point Peace Plan for Tibet as the first step towards a peaceful solution to the worsening situation in Tibet. The peace plan contained five basic components: 1. Transformation of the whole of Tibet into a zone of peace. 2. Abandonment of China's population transfer policy that threatens the very existence of the Tibetans as a people. 3. Respect for the Tibetan people's fundamental human rights and democratic freedom. 4. Restoration and protection of Tibet's natural environment and the abandonment of China's use of Tibet for the production of nuclear weapons and dumping of nuclear waste. 5. Commencement of earnest negotiations on the future status of Tibet and of relations between the Tibetan and Chinese peoples. On 15 June 1988 in an address to members of the European Parliament in Strasbourg, His Holiness made another detailed proposal elaborating on the last point of the Five-Point Peace Plan. He proposed talks between the Chinese and Tibetans leading to a self-governing democratic political entity for all three provinces of Tibet. This entity would be in association with the People's Republic of China and the Chinese Government would continue to remain responsible for Tibet's foreign policy and Defence. So firstly, in order to make this twenty-first century become a peaceful century, we have to think about inner peace. Peace is never achieved through declarations, through resolutions, through slogans. Peace must come through inner peace. That’s the only way. So in order to create a happier world, ultimately you have to look at this, the motivation of each individual. Through a world body like the United Nations, you cannot build peace. Peace must come through people’s inner peace, on the individual level. EDUCATIONAL INITIATIVES Founded in 2005 in Vancouver but enjoying global visibility courtesy of its namesake, the Dalai Lama Center for Peace and Education is a non-profit organization with a mission to “educate the heart and foster compassion through creative learning, facilitating

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and applying research and connecting people and ideas”. The Center holds the prestigious honor of being one of the very few institutions to which His Holiness has lent his name. Its mission is to educate the heart and foster compassion through creative learning, facilitating and applying research and connecting people and ideas. In pursuit of this mission, the DLC develops and runs programs for teaching mindfulness, encouraging awareness of inner potential and creatively interpreting and applying the wisdom drawn from traditions around the world. In 2009, the DLC hosted the Vancouver Peace Summit: Nobel Laureates in Dialogue. This marked the Center’s boldest foray into international convening’s of this type and highlighted the need for it to embrace best practices in online communication and design. Today, social media is at the heart of its global reach and focus on youth; the DLC maintains an active Facebook page, YouTube channel and Twitter feed. UNIVERSAL RECOGNITION His Holiness the Dalai Lama is a man of peace. In 1989 he was awarded the Nobel Peace Prize for his non-violent struggle for the liberation of Tibet. He has consistently advocated policies of non-violence, even in the face of extreme aggression. He also became the first Nobel Laureate to be recognized for his concern for global environmental problems. His Holiness has travelled to more than 67 countries spanning 6 continents. He has received over 150 awards, honorary doctorates, prizes, etc., in recognition of his message of peace, non-violence, inter-religious understanding, universal responsibility and compassion. He has also authored or co-authored more than 110 books. His Holiness has held dialogues with heads of different religions and participated in many events promoting inter-religious harmony and understanding. Since the mid-1980’s, His Holiness has begun a dialogue with modern scientists, mainly in the fields of psychology, neurobiology, quantum physics and cosmology. This has led to a historic collaboration between Buddhist monks and world-renowned scientists in trying to help individuals achieve peace of mind. This has also led to the introduction of modern science in the traditional curriculum of Tibetan monastic institutions re-established in exile. HIS HOLINESS HAS THREE MAIN COMMITMENTS IN LIFE. Firstly, on the level of a human being, His Holiness’ first commitment is the promotion of human values such as compassion, forgiveness, tolerance, contentment and selfdiscipline. All human beings are the same. We all want happiness and do not want suffering. Even people who do not believe in religion recognize the importance of these human values in making their life happier. His Holiness refers to these human values as secular ethics. He remains committed to talk about the importance of these human values and share them with everyone he meets. Secondly, on the level of a religious practitioner, His Holiness’ second commitment is the promotion of religious harmony and understanding among the world’s major religious traditions. Despite philosophical differences, all major world religions have the same potential to create good human beings. It is therefore important for all religious traditions to

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respect one another and recognize the value of each other’s respective traditions. As far as one truth, one religion is concerned; this is relevant on an individual level. However, for the community at large, several truths, several religions are necessary. Thirdly, His Holiness is a Tibetan and carries the name of the ‘Dalai Lama’. Therefore, his third commitment is to work to preserve Tibet's Buddhist culture, a culture of peace and non-violence. CONCLUSION: His Holiness the Dalai Lama is a man of peace and also human values such as compassion, forgiveness, tolerance, contentment and self-discipline. He gives a number of empowerments and initiations throughout the year, usually coinciding with his teachings. The Kalachakra Initiation is a complex and extensive initiation, which His Holiness has given 29 times up to 2005. However, His Holiness has always stressed the importance of practitioners attending the teachings rather than the initiations or empowerments in order to allow you to better understand the philosophy of Buddhism. He also gives a number of public talks on topics that are close to his heart. Public talks, lasting about an hour followed by a question and answer session are popular on his foreign trips. REFERENCE 1.

The Power of Buddhism, co-authored with Jean-Claude Carriere, ISBN 978-0-7171-2803-7

2.

Beyond Religion: Ethics for a Whole World, Mariner Books, 2012, ISBN 054784428X

3.

Tantra in Tibet. Co-authored with Tsong-kha-pa, Jeffrey Hopkins. Snow Lion, 1987. ISBN 978-093793-849-2

4.

The Dalai Lama at Harvard. Ed. Trans. Jeffrey Hopkins. Snow Lion, 1988. ISBN 978-0-93793-871-3

5.

Freedom in Exile: The Autobiography of the Dalai Lama, London: Little, Brown and Co., 1990, ISBN 978-0-349-10462-1

6.

The Path to Enlightenment. Ed. Trans. Glenn H. Mullin. Snow Lion, 1994. ISBN 978-1-55939-032-3

7.

The World of Tibetan Buddhism, translated by Geshe Thupten Jinpa, foreword by Richard Gere, Wisdom Publications, 1995, ISBN 0-86171-100-9

8.

Healing Anger: The Power of Patience from a Buddhist Perspective. Trans. Thupten Jinpa. Ithaca, NY: Snow Lion ISBN 978-1-55939-073-6

9.

The Meaning of Life: Buddhist Perspectives on Cause and Effect, Translated by Jeffrey Hopkins, Wisdom Publications, 2000, ISBN 978-0-86171-173-4

10. Answers: Discussions with Western Buddhists. Ed. Trans. Jose Cabezon. Snow Lion, 2001. ISBN 9781-55939-162-7 11. Essence of the Heart Sutra: The Dalai Lama's Heart of Wisdom Teachings, edited by Geshe Thupten Jinpa, Wisdom Publications, 2002,ISBN 978-0-86171-284-7 12. The Pocket Dalai Lama. Ed. Mary Craig. Shambhala Pocket Classics, 2002. ISBN 978-1-59030-001-5 13. The Buddhism of Tibet. Ed. Trans. Jeffrey Hopkins, Anne C. Klein. Snow Lion, 2002. ISBN 978-155939-185-6

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SIGNIFICANCE OF PEACE EDUCATION IN PRESENT SCENARIO M. Srinivasa Rao, Research Scholar (JRF), Department of Education, ANU Abstract: In the Global context, peace is associated with absence of war and global trades. World witnessed two world war in 19th century. Thanks to Paris convention we saw a ray of hope in United Nations towards peace. Today we have many conventions and treaties which had lead us to burry the hatchet and solve all the problems on table through negotiation. Democracy has replaced Monarchy. Now people elect and change their government through peaceful manner by exercising their voting right. In order to achieve these ideals, peace education programmes across the world address a wide range of themes. These include nonviolence, conflict resolution techniques, democracy, disarmament, gender equality, human rights, environmental responsibility, history, communication skills, coexistence, and international understanding and tolerance of diversity. The full paper presents the explanation, conclusion and suggestion.

Introduction: In the era of globalisation, we see so many confusions, conflicts and turmoil everywhere. Majority of us are running behind the materialistic achievement and self happiness. No one is worried about the peace of society and the surrounding environment. Our needs are becoming enormous. We become selfish and demanding. Therefore our life has become complex and miserable. These are the factors which are affecting our life. There have been numerous efforts towards the prevention of conflict, which undoubtedly destroys the existing peace. Over the past 45 years, important work has been done aimed at the promotion of peace. Needless to say, the escalation of global conflict is rooted in diversity, which may be looked at in terms of economics, culture, politics, ethnicity, nationality, religion and gender among others. It is because of this diversity that there is a tendency for members of one group not to tolerate the views and actions of others. This leads to a fight for dominance, the result of which is conflict and the consequential breakdown of peace. Guttung J. (1969) described about peace that peace is the positive concept which implies much, rather it is the practice of love and necessary conditions of human survival. Federico Mayor explain that Peace is possible for life at all stages and it is up to man choose his destiny or suffer from the harrow of war. Today mankind is at the cross road where it has to choose between these two with courage determination and imagination. What is peace Education: It means education is also associated with peace. Peace education is a process by which we can change our attitudes and behaviour about violent conflicts, acquiring the values, the knowledge and developing the skill and behaviours to live in harmony with others. It is a means by which we can change our thinking and approaches.

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Peace education is the education about how to make or to develop such type of society where justice and peace should be present and everybody lives with happiness. Peace education is an essential component of quality basic education. It is concerned with helping learners to develop an awareness of the process and skills that are necessary for achieving understanding, tolerance and goodwill in the world today. Peace education is concerned with helping learners to develop and awareness of the process and skills that are necessary for achieving understanding, tolerance and goodwill in the world today.In the Global context, peace is associated with absence of war and global trades. World witnessed two world war in 19th century. Thanks to Paris convention we saw a ray of hope in United Nations towards peace. Today we have many conventions and treaties which had lead us to burry the hatchet and solve all the problems on table through negotiation. Democracy has replaced Monarchy. Now people elect and change their government through peaceful manner by exercising their voting right. However on economic front we still find division in society as well as among the states some time it appears that powerful countries exploit the poor countries. It is after alleged that world trade rules are tented in favour of rich countries. It ultimately create turbulence in smooth water. As a result we find many kind of conflict in various part of world like Nexalism, Separatism, Terrorism, Bigotism and sometimes coup against democratically elected Government which breaches peace of society at large. Peace education should be a participatory process which aims at changing society’s way of thinking and which promotes learning of peace. Education should be put on issues that may lead to conflict well such as gender studies, speaking the language of non-violence and creation of proper international relations. Peace education activities promote the knowledge, skills and attitudes that will help people either to prevent the occurrence of conflict, resolve conflicts peacefully, or create social conditions conducive to peace. Core values of nonviolence and social justice are central to peace education. Nonviolence is manifested through values such as respect for human rights, freedom and trust. Social justice is realised by principles of equality, responsibility, and solidarity. In order to achieve these ideals, peace education programmes across the world address a wide range of themes. These include nonviolence, conflict resolution techniques, democracy, disarmament, gender equality, human rights, environmental responsibility, history, communication skills, coexistence, and international understanding and tolerance of diversity. Peace education can be delivered to people of all ages, in both formal and informal settings. Programmes exist at local, national, and international levels, and in times of peace, conflict, and post-conflict. Dimensions of Peace Education: If we agree that the peace education is a training process for developing our positive attitude, and behaviours among other, then this education has several dimensions which can be enumerated as below: · · ·

Education for war control. Education for develop tolerance in human beings. Education to establish positive willingness and unity for international society.

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· · ·

Education for promotion of human right for salving to the problem of social discrimination. Education for conflict resolution.

Importance of peace education: As an integrated human society, we need to acknowledge our differences but to look past them and find common ground with the entire world’s people. In this critical situation, it should be our paramount priority to understand how to minimize, prevent, or eliminate violence. Furthermore, if we wish to concentrate on peace, we must learn how to suspend ourselves in the present and focus on the future we ultimately wish to work on together. The current consensus among peace theorists is that peace is not a state of being to be found somewhere in the future or at any time, but a reference to processes and qualities regarding our relationships with self and others, manifesting themselves in perception, reaction, affection, and action. Conclusion: Peace education has its own level as per the human requirements. Every human has its own mental level such as, adolescence, adult, old. Everyone has different maturity level as well as understanding level and peace education deals with it for example, jurisprudential model of teaching, role playing, introspection and Nishedh Vidhi, social service camps, Yoga and Meditation, games and sports etc. There are based on the level of human and these are also teaching methods of peace education. Therefore, the entire details conclude with the statement that peace is a universal truth and need of human life. No matter how old human is and how much high living he has in worldly things at the end what is actually needed is peace and only peace. Suggestions: · To create public dialogue different factions of society are often brought together in peace education programmes – these typically include civil society groups, schools, tribal leaders and the media. · Peace is the conceptual truth and universal need for every one and we should try for this by formal and informal education. · We can trained our generation to make our surrounding peaceful. Knowledge skills, values and action are the methods to imbibe the peace education in students. REFERENCES:

1. Harris Ian and Synott Jhon (2002). Peace Education for a new century, Social Alternatives, 21 (1): 3-6. 2. Galtung Johan (1975). Essay's in Peace Research Volume I- Copenhagen Eljers, pp. 334-339. 3. Ian M. Harris (1988). Peace Education London Mc Farland and Company Mc Publication. 4. Upadhyay Pratibha. Education for Peace Utopia or Reality, Kalpaz Publication. 5. J. Krishnamorti Freedom from violence is true liberation, except from total freedom. The Times of India 2009, Jan 6. www.oei.es/decada/unesco_infancia.pdf 7. ww.oei.es/decada/unesco_infancia.pdf 8. www.impactjournals.us/download.php?...

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ONLINE FREE ANTI-PLAGIARISM TOOLS: A COMPARATIVE STUDY Javaid Ahmad Bhat ([email protected]) & Sofi Gh Mohiuddin Jeelani ([email protected]) Kashmir University, Department of Library & Information Science

Abstract : Plagiarism” is the act of representing the work of someone else’s and then proving it as one’s own. Plagiarism is considered as close to imitation of literary work and then proving it as original. The emergence of plagiarism and the increasing trend has made professionals, administrators, teachers and scholars in a discombobulating manner. The availability of information on large basis made it easy for person to copy and paste the material and reproduce the literature in their own way. The present situation of plagiarism needs strict and rigid rules, strategies and resources like anti-plagiarism tools and software so that the increasing trend can be minimized. In this paper efforts have taken to evaluate and compare the efficiency of online free anti-plagiarism tools, so that they can be used by the authorities in counter the increasing menace of plagiarism. Keywords: Plagiarism, Anti-Plagiarism, Academic dishonesty, Literature theft. Introduction : Plagiarism is the act of representing the work of someone else’s or exemplifying the original as your own. Plagiarism is considered as close to imitation of the literary work and then proving it as original. In simple words, plagiarism is cheating or kidnapping the words, ideas, expressions etc. from any authors work and then representing it one’s own work. Plagiarism, a term that conveys a strong sense of disapproval, is defined by different authors in different ways like Soanes and Stevenson (2006) stated, “take (the work or an idea of someone else) and pass it off as one’s own.” Plagiarism originated from the Latin word “Plagiarius” meaning the theft of words as well as slaves (Howard, 1995). Howard posits, “the very etymology of the word plagiarism demonstrates the antiquity of the concept”. With the rapid boom and development of modern technologies that gave students and writers access to vast textual resources, plagiarism is seen as an ever-increasing practice and problem both within the academic and among the general population (Price, 2002; Sullivan, 2002; Chandrasoma, Thompson & Pennycook, 2004; Briggs, 2009).Plagiarism is verbatim use of another’s intellectual work as it is one’s own work. Sometimes the practice is done unintentional because of poor research habits but sometimes it is quite deliberate. In

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both the cases plagiarism is unacceptable (Stefani & Carroll, 2001).The issues of plagiarism in scientific and scholarly writings have shown an increased trend over the past two decades (Ashworth, Bannister, & Thorne, 1997). The present times also disclose episodes of plagiarism high, than ever before. The proliferation of paper mills, full text databases, and World Wide Web pages has made plagiarism a bigger problem in the academia. The easy availability of electronic information through Internet creates a challenge for librarians, who must be well informed not only to detect and deter plagiarism, but also to educate their users about its ill effects (Vij, Soni&Makhdumi, 2009).In simple terms Digital plagiarism is a growing problem for scholars and researchers in this information era. Querying for plagiarism prevention on any global search engine will return hundreds of links discussing this problem, not only in student assignment but also in the research community (Josephson, 2006). Now the Anti-plagiarism strategies, led by both librarians and faculty, primarily through process-based assignments, provides a nexus where disciplinary context and information literacy skill needs can be met through thoughtful collaboration (Lampert, 2004). Librarians can and have to play a critical role in this area of information literacy instruction (Auer & Krupar, 2001).Application of instructional librarians to take on added responsibilities in the role of combating plagiarism through information literacy. Instructional sessions would seem the perfect method for providing students with information about how to appropriately use Web pages and full-text articles in their research. Librarians have an ethical obligation to teach bibliographic citation methods and strategies for how to best avoid plagiarism, especially of Internet sources. The availability of technologies not only provided an open door for the easy availability of documents but also helped the supervisors to detect and put-off the cases of plagiarism. A huge amount of research has been conducted on the related topics like why students plagiarize, how to deal with such a serious threat, what are different methods, tools and software to overcome such widespread evil deeds. Harris (2004) states different approaches to overcome plagiarism, including awareness strategy, means to make aware both teachers as well as students about plagiarism. Prevention strategy means the faculty must make topics clear to their students etc. and Strategies of Detection; means if having suspects, the examiner should look for clues, using search engines and other tools like anti-plagiarism detection software. Plagiarism results not only destruction of societies but also makes ill status of persons. So this work is also an effort to recognize and evaluate the software, tools and services especially which are available in open source mode that can be a big boon for library and information centers which cannot afford to subscribe commercial anti-plagiarism software available online. In this context the present study has made an effort to identify and evaluate the efficiency of anti-plagiarism open source software. The results of the study can prove very helpful for stakeholders while taking decision of making use of antiPlagiarism OSS. Problem The boom of Internet and the new coming technologies have made plagiarism easier than ever before. The students from teenage to the schools of higher learning can easily download and copy "untraceable" online information which has led to an epidemic of digital plagiarism. Now race is towards the hostile of plagiarism by way of techniques including tools and software, known as anti-plagiarism tools, which are provided free as well as fee-based by the organizations. Surely they will prevent system to make it easy to identify Plagiarists and also act as a powerful deterrent to stop plagiarism before it starts. The present study is an attempt

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to explore such freely available online anti-plagiarism tools, evaluate their interface, features and then compare their results. Scope of the Study: The scope of the present study is confined to analysis, evaluation and comparison of features and results of select online anti-plagiarism tools. Objectives of the Study 1) To identify various online anti-plagiarism tools. 2) To select remarkable anti-plagiarism tools among the identified ones. 3) To analyse and compare the interface and features of these selected antiplagiarism tools. 4) To evaluate the efficiency of detection rate of plagiarism in each tool. Methodology 1) For objective one, an online survey was carried out to identify different free antiplagiarism tools. 2) The second objective was achieved by checking the mode of access whether the tool is free or fee based and their speed of generating results. 3) The objective third was accomplished by analysing interface and features of the selected anti-plagiarism tools by visiting their relative websites. The selected tools were 1) Duplichecker, 2) Small SEO tool Plagiarism checker, 3) Plagiarism Software.net 4) Plagiarism Checker.com. 4) Forth objective was achieved by testing or uploading randomly selected research papers from Trends in Information Management Journal (TRIM), in order to check the efficiency of the plagiarism tools. Systematic Random Sampling From TRIM Papers Groups Issues Titles in Issue Volume No. Year A

1

6

1

2005

B

2

5,5

2

2006

C

2

5,6

3

2007

D

2

7,5

4

2008

E

2

7,6

5

2009

F G

2 2

6,6 5,16

6 7

2010 2011

H

1

5

8

2012

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In the table of Random numbers, starting from I row and 10th column and moving from up to down direction, the following 10 numbers are considered to be selected as numbers for sample. 10052, 91136, 71153, 90216, 68212, 23528, 96007, 72666, 98675, 96151, 78771, 18021, 80410, 69610, 76886, 88074, 02890, 11518, 79508, 81760, 03469, 34576, 46716, 51569, 51755, 63678, 87984,. Allocation of numbers Groups A B B C C D D E E F F G G H Total

Frequency 6 5 5 5 6 7 5 7 6 6 6 5 16 5 90

Probability 0.07 0.06 0.06 0.06 0.07 0.08 0.06 0.08 0.07 0.07 0.07 0.06 0.13 0.06 1.00

Cumulative prob. 0.07 0.13 0.19 0.25 0.32 0.40 0.46 0.54 0.61 0.68 0.75 0.81 0.94 1.00

Random No’s allocated 00-06 07-12 13-18 19-24 25-31 32-39 40-45 46-53 54-60 61-67 68-74 75-80 81-93 94-99

The digits in the ones place (from the above numbers) value indicates the selected numbers for the sample:- 2, 3, 2, 5, 1, 1, 1, 0, 0, 6, 4, 0, 0, 5 Issues A B B C C D D E E F F G G H

Frequency 6 5 5 5 6 7 5 7 6 6 6 5 16 5

Title’s selected 2nd Title 3rd 2nd 5th 1st 1st 1st None None 6th 4th None None 5th

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Selected online Free Anti-Plagiarism tools : The availability of information in numerous forms and formats increased the incidents of plagiarism subsequently. On the other hand, the race of technology is on its verge to minimize and tackle the problem that resulted in the development of many tools and software. The present study is an attempt to evaluate such free online anti-plagiarism tools or software that provides anti-plagiarism services. This chapter is divided into two sections. The first section (A) includes Interface evaluation of Online free Anti-plagiarism tools, while the second section (B) includes characteristics or feature evaluation of these tools. (A) Interface Evaluation of online Anti-plagiarism tools 1) SEO: Small SEO Tools : Small SEO anti-plagiarism is one of the online anti-plagiarism tools working since 2010. It is one of the leading resources for free tools used by thousands of people. There is no need to visit other site for SEO tools as it comprises a hub of different tools under one roof (SEO tools, 2014).Fig.1 shown below shows the interface of the tool further the following points will discuss the interface of this online anti-plagiarism tool, these include: 1. 2. 3. 4.

User-Interface: The interface is user-friendly, attractive, easy and simple to use. Social networking: Tools can be shared using social networking tools. Updation: Frequently. Look & feel: Background is attractive with white colour that enables easy visibility of its menu options. 5. Menu options: Drop-down menu options are available. 6. Plagiarism checking tool: Simply copy and paste content can be uploaded. 7. Advertisement: Having advertisement banners in colour manner enable us to take part in promoting advertisements. 8. File extensions: No file extensions needed, simple text can be uploaded. 9. Help section: A brief summary about how this tool helps to check plagiarism, how it works and how to understand results are displayed. 10. Access: No need to sign-up, subscribe or get registered first or membership required etc. 11. Other links: other links to article tools, domain tools, keyword tools, SEO tools, blog, advertise and about us. 12. Counter: The counter enables to disclose that how many people have shared the site through social networking. 13. Important links: § Terms of service. § Privacy. § Copyright details. § Contact information.

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Fig. 1: Homepage of SEO TOOLS Source :http://www.smallseotools.com 2)

Dupli-Checker

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Fig. 2: Homepage of Duplichecker tool Source: http://www.duplichecker.com Free online software for plagiarism detection. Duplichecker is one of the best free online anti-plagiarism software working since 2007. The aim of this software is to benefit people belonging to any occupation. The software has been developed by professionally proficient developers. The documents uploaded are analyzed in a jiffy and then statistical results are given. The site provides diversified SEO services to their clients (Duplichecker, 2014). Fig.2 gives a brief account of its interface. Further discussed below; 1. User-Interface: The interface is user-friendly, attractive, easy and simple to use. 2. Social networking: Tools can be shared using social networking tools. 3. Updation: Frequently. 4. Look & feel: Background is attractive white in colour with blue on its menu. 5. Menu options: Drop-down menu options are available. 6. Plagiarism checking tool: Upload file, paste content or can upload website URL and simply hit the search button. 7. Advertisement: Banner and some advertisements are displayed. 8. File extensions: .txt or .docx. 9. Help section: Help through online and offline messages. 10. Access: Registration and sigh-in needed to get unlimited access. 11. Other links: Other links to comparison search, batch search, anti-plagiarism banners, spell checker, word count checker, visitor hit counter, XML sitemap generator, broken link checker, site link analyser, page snooper, meta analyser, link count checker, page size checker, code to text ratio checker, about us, testimonials, FAQs, blog, contact us. 12. Counter: The counter shows how many users and how many pages have been uploaded. 13. Important links: §

How it works.

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Site map.

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Copyright details.

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Contact information.

3) Plagiarism Software Free online plagiarism software.

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Plagiarism software is one of the smart, quick, reliable and easy to handle. It is all about originality of content, working since 2010. This plagiarism detection software categorically searches each sentence and displays the results sequentially. No matter who is using it, it is free for all. It belongs to a reputed company that completely withholds your privacy matters and every type of personal settings and information. The software is designed for all those worrisome people, who have been victimized by the serious threat of plagiarism. The problems can be easily solved in just a flick, as it is fast and too easy to work on it (Plagiarism software, 2014). Fig.3 and below discussed points will evaluate the interface of this online tool, these include;

Fig. 3: Plagiarism Software Source: http://www.plagiarismsoftware.net 1. 2. 3. 4. 5. 6. 7. 8.

User-Interface: The interface is user-friendly, simple and reliable. Social networking: Not available. Updation: Frequently. Look & feel: Background is simple, white in colour with black menu options. Menu options: No drop-down menu options are available but while the curser hit any option it gets highlighted. Plagiarism checking tool: Upload file or paste content options are available for plagiarism search. Advertisement: colour banners and advertisements are displayed. File extensions: only .txt. Format available.

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9. Help section: No Help available. 10. Access: Free to use, no registration or sigh-in needed. 11. Other links: Other links like; about us, testimonials. 12. Counter: There is no any counter. 13. Important links: § How to use. § Privacy policy. § Contact information. 4) Plagiarism Checker.com Free plagiarism detection on the internet. Plagiarism checker.com is also among the free service providers, working since 2006. It is one of the easy detection tools to handle. The availability of its service benefits both the teachers and students for finding and detecting plagiarized content in all types of text (Plagiarismchecker, 2013).The homepage interface is given below in fig.5 Fig. 4: Plagiarism Checker Source: http://www.plagiarismchecker.com

1. User-Interface: The interface is a bit complicated, user needs to understand what to select and how to get job done. 2. Social networking: No S.N available.

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3. Updation: No frequently updated. 4. Look & feel: Background is white in colour but filled with text. 5. Menu options: Only few menu options are displayed. 6. Plagiarism checking tool: Only paste and limited content options are available for plagiarism search. 7. Advertisement: colour banners and advertisements are displayed. 8. File extensions: Not available. 9. Help section: frequently asked questions are available. 10. Access: Free to use, no registration or sigh-in needed. 11. Other links: Other links like; Check a document, Check a web page, handouts and report plagiarism are available. 12. Counter: There is no any counter. 13. Important links: §

How to use.

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FAQ’s.

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Privacy policy.

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Contact information.

(B) Characteristics or feature evaluation of selected tools include 1) Small SEO tools; There are many prominent features of Small SEO tools, these include 1. Plagiarism checker; while clicking on this option, we can check content for plagiarism. This amazing plagiarism detection software categorically searches each sentence and displays the results sequentially. The software uses Google search engine which breaks the sentence into phrase and words, then searches it accordingly. The links are then provided to catch the theft. 2. Checks against; the software checks against the web and the databases which provides access. 3. Sentence checking; the software checks grammar, words, phrases and sentence while processing. 4. Supported languages; the software supports multi-languages. It enables a person to check content for plagiarism in any language. 5. Designed for; the software is designed for both the students as well as teachers, both can upload text and can play with it for plagiarism check. 6. Display of results; the results are displayed in links, some of them include existing and some of them are good. The existing predicts that the text exists somewhere on the internet while as good predict that the content is good and is not plagiarized. The

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relative links are displayed in percentage and in colour format displaying plagiarized content and the unique content. 7. Access; the access is free, no need any registration. The user can upload unlimited text for the plagiarism check. 8. Web URL search; this option is no more available in this tool. 9. Extra features; there are various extra features available, these are: ü Article tools: ·

Article rewriter; the feature provided by seotools.com enable us to upload any content and the content automatically gets processed and rewritten with changing in synonym. It also suggests with the relevant words of the contents. The words that have been replaced are high-lighted in bold and colour text. We can also click on that word to revert to the original. They have added around five lack synonym words to improve its efficiency.

ü Domain tools: It includes reverse IP domain check. ·

Reverse IP domain check; this tool checks IP address of your site and if you are using shared hosting service, it will display the domain and links of other websites that share your IP address. If anyone among are problematic, the icon will display the type of risk.

ü Keyword tools: This includes keyword position. ·

Keyword position; this free tool enables us to check our position in the top search engines for specific keywords to determine where our website or link is located. When the screening stats, if the links are found in green, means our website was found on the first page for results by search engine for that keyword. However, if our website isn’t showing in the top ten pages then we have a problem. Either we haven’t optimized for that keyword, or we haven’t followed quality guidelines and our website may be penalized.

ü SEO Tools: this includes Google PageRank checker; link tracker; backlink maker; backlink checker; search engine pingler. ·

Google PageRank checker; The Page Rank Checker on Small SEO Tools offers advanced insight not commonly found with other free PR checkers. The red results let us know about the originality of a Page. We can use this tool to check the validity of a website before to buy it, or buy advertising, and save from getting scammed. The tool provides a color scheme to identify the Fake PR from True PR.

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Link tracker; the tool looks at the source back-link to determine if it is valuable, or if it is hurting our website. The information collected includes the Page Rank of a referring link, anchor text, whether it is live, and if that page is indexed by Google. Thus using the back-link check tool we analyze the value of each individual link.

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·

Backlink maker; the best back-links are valuable, relevant, authentic, and from authority WebPages. This back-link generator will jumpstart our quality link building campaign. The Back-link Check Tool can also be used to see more details about your inbound links.

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Backlink checker; the back-link check tool is running a series of tests to determine how many back-links are pointing to the website or link we entered.

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Search engine Pingler; the fact is that a blog improves the value of a website as long as it is kept fresh with up to date and useful content. After publishing a new article or blog, whether weekly or monthly, we should grab control of the situation and use this pingler to notify search engines of our new or updated page.

ü Blog; the blog provides access to the topics which are uploaded by the admins of this site. The topics uploaded and links provided are useful and enable users how to use the site. 2) Duplichecker; the prominent features of Duplichecker include 1. Plagiarism checker; Duplichecker provides plagiarism checking option in a way that we can paste text or can upload file to check content for plagiarism. This plagiarism detection software checks each sentence and displays the results sequentially. 2. Checks against; the software checks against the web and the databases. 3. Sentence checking; the software checks grammar, words, phrases and sentence while processing. 4. Comparison Search; this option helps to compare text and detect duplicity. Either we can copy and paste text or can simply upload the two suspects. 5. Web URL search; this option enables user to check the duplicate URL’s or sites on the internet. 6. Supported languages; it supports multiple-languages enabling a person to check content for plagiarism in different languages. 7. Designed for; both the students and the teachers can benefit themselves from the services provided by dupli-checker. 8. Display of results; the results appear in the relative links and the number of number of sources given. 9. Access; registration needed for the full access. The user must register first and can upload 1500 words once, then again 1500 words and so on for the plagiarism check. 10. Extra features; there are more features available, these include: ü Batch Search; the option enables us to search multiple sites or web pages, capable of comparing several URLs at one time and show the copied content within seconds.

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ü Visitor Hit counter; this is an amazing feature of this site, it enable us to know how many visitors visit our site. ü Broken Link Checker; the tool will check the outgoing links on our page to see if they are broken. It will only check the links on the URL given. ü Page Snooper; the option enables us to see the source code of any online site. We can find out exactly how the website is structured and scripted. ü Link Count Checker; it counts the internal or external links of our website. ü Code to text ratio checker; the option helps to indicate code size and text size of the URL or website given to it. ü Anti-plagiarism banners; this option helps to use Anti Plagiarism Banner to defend site against plagiarism. ü Word count checker;this option helps us to count words and characters in a given content. ü XML sitemap generator;Using a XML sitemap generator, it is possible to create XML or HTML variants. The user can create an XML sitemap that can then be submitted to Google, Yahoo, Bing, and other search engines. We can also create an HTML sitemap that will make navigation of our site easier for our visitors. ü Site link analyser;This tool will analyse a given web page and return a table of data containing columns of outbound links and their associated anchor text. If a hyperlink is represented by an image, the image's alt attribute will be included as the anchor text. ü Meta analyser;this tool will analyse a website's meta tags. Although the use of meta data is certainly in question, analysing a competitors "keyword" and "description" meta values is a good way to find ideas for key terms and effective copy for our website. ü Page size checker;Using this tool, a website owner can discover the size, composition, and download time of his or her webpage. Type in the URL and the size will be provided in bytes and kilo bytes. This will help to determine how long it will take for our page to open for our visitors. ü Spider simulator;Since there is a great deal of information from web pages that the search engines just do not "see," the spider simulator helps to show you what the ages do see. Flash-based content, JavaScript-generated content, images, and such are invisible to search engines. With the spider simulator, you can actually see our website through the "eyes" of a search engine. ü Page comparison;This Page Comparison Tool allows you to quickly compare the text on two pages. It compares page titles, Meta tag information, and common phrases occurring on the pages. Enter each page's URL and click Compare. The result of the comparison will be displayed along with a Content Similarity Percentage. ü Class C checker;With the Class C checker, a user can discover whether or not the same class C IP range is hosting two or more domains. The user can find duplicate IP addresses and Class C blocks. If we own many cross-linked sites, it is considered better to host them on different Class C IP ranges

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ü Keyword Density;A keyword density tool can check the number of times that a keyword or group of keywords appears on a web page, and compare it to the total number of words on that page. While keywords are still vital in many posts, overusing them, or keyword stuffing," is now considered a bad idea, as the website can be penalized. For this reason, optimum keyword density is considered to be 1 to 3 percent. 3)Plagiarism Software; characteristics include 1. Plagiarism checker; a big rectangular box is available for uploading content. The content can be pasted or can be attached in text format without any limit. This plagiarism detection software categorically searches each sentence and displays the results sequentially. 2. Checks against; the software checks against the web and the databases from which the content was copied. 3. Sentence checking; the software checks grammar, words, phrases and sentence while processing. 4. Comparison Search;No more comparison search available. 5. Web URL search; this option is no more available in this tool. 6. Supported languages; the software supports multi-languages. 7. Designed for; the software can be used by an expert because the display of results are provided in such a manner that a lay person cannot understand them. 8. Display of results; the results are displayed in a great number of links. A user must be expert in order to analyse the links provided. No percentage or proportion or ratio of plagiarism is given. 9. Access; the access is free, no need any registration. The user can upload unlimited documents or text for the plagiarism check. 10. Extra features; there are no more extra features available. 4)Plagiarism checker.com; the features include 1. Plagiarism checker; a rectangular box provided to paste content for plagiarism check. The tool uses Google and Yahoo search engine to extract the relevant text from web. It breaks text into phrases while processing and displays results sequentially. 2. Checks against; the software checks against the web and the databases which are retrieved by the two search engines, Google and yahoo. 3. Sentence checking; the software do not check any grammar, phrases and sentence while processing. 4. Comparison Search; no comparison search available. 5. Web URL search; the option check a web page is available for checking of web URL’s.

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6. Supported languages; multi-languages supported. 7. Designed for; students as well as teachers, both can upload text and can play with it. 8. Display of results; the results are displayed in the most relative links, no percentage or proportion or ratio of plagiarism given. 9. Access; the access is free, no need any registration, but a limited content is processed while uploading text. 10. Extra features; there are no more extra features available on the site. Data Analysis A Careful interpretation and analysis of data gathered after the evaluation of selected antiplagiarism tools reveals ü The study reveals that the free online anti-plagiarism tools are good enough to detect plagiarism but they need a lot of human effort.Careful analyses and interpretation of results are needed. ü Among the selected tools like 1) Small SEO tools, 2) Duplichecker, 3) Plagiarism software, and 4) Plagiarism checker.com. Small SEO tool won the race in comparison with others followed by Duplichecker. ü The rate of detection of SEO tool and Duplichecker was quite good and the speed of generating results highly depends on internet facility. ü The first two are good to deal and detect plagiarism. They have good features besides others. They don’t need so much human effort to analyse the results, but the remaining two tools are quite complicated and difficult to use by common person. The user must be well experienced while dealing with these tools. The results given by these tools are huge in number and must be evaluated carefully. No doubt the given results are accurate to some extent but the number of them are so much that it leads to confusion. ü Duplichecker and small SEO plagiarism tools showed best results and have more fruitful features while comparing with others. Thus they can be used easily by the faculty in order to overcome such an increasing plagiarism menace. ü SEO tool and Duplichecker are having good interface chasing the race with others. SUGGESTION : Plagiarism is a serious crime and any sort of copied work represents plagiarized if the author has not credited the original author. The amount of work copied, either it is a word or a single paragraph will lead person a “guilty one”. ü The crime of plagiarism should not be taken as lightly and the educational institutions should use strong anti-plagiarism either commercial or free based services as soon as possible in order to save

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their repo and achieve their pride. The faculty must make students aware about how to deal with different citation-reference styles and make aware that their content will be checked in any plagiarism checker, so that they will use their intellectual effort to do their work and will avoid plagiarism. ü There are different types of plagiarism which have been discussed and one should be well aware about all of them, so that while doing research the content will get originality and the researcher will be able to avoid plagiarism easily. While doing so, the output will get original value and person will achieve the desired degree. ü Anti-plagiarism strategies should be adopted from beginning to the end of academic session that will help students to avoid plagiarism. ü Anti-plagiarism tools are the means to stop and to put off plagiarism. Using these tools is not a simple task but not impossible. The person using these tools must be well aware and knowledgeable enough, he must have adequate experience while dealing with these tools and services. CONCLUSION: The growing menace of plagiarism and the war against it has started but, the need of hour is to make the personalities whether it is faculty or student aware about how to face such a mounting evil and how to avoid it. Electronic detection services are being developed and numbers are in the market, some of them are free while some are fee based. Making aware about the tools in detecting and deter plagiarism, information professionals particularly librarians are the main representatives which can play an important role of information network among the students. They must educate and train students how to face ethical issues, citation-reference format and how to deal with these anti-plagiarism tools. The focus of academic institutions should be towards adopting a strong anti-plagiarism tool and strategies to avoid Plagiarism and the relative legislative bodies like World Intellectual Property Organization (WIPO) must enact such strict laws against the plagiarists that can fully eradicate it. We have seen the trend of plagiarism is crossing its border, the virus is spreading just like the fumes of perfume which can’t be tolerated by any means and of course everyone will be effected whether how much a person will be knowing it. As nation’s pride wholly and solely depends on its research output and development of intellectual power of its citizens. But if this intellectual power and the research output is not imaginative and is full of copy-paste, plagiarized or imitative and derivative work. It will simply lead to, “OBLITRATION”, in other words is destruction. And the nation cannot develop and progress in terms of its overall activities. This will automatically lead to mission failure, objectives unsuccessful and goals unachieved. So the main target of educational sector should be the pure and original output in order to win the race of upcoming technologies. The original research will surely facilitate an environment to overcome the bottlenecks in the ongoing educational systems and will lead to brighten the future of research output. And with the intellectual strength,” the nation can fight any battle, either it is battle to win or battle to survive.” REFERENCES

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Ashworth, P., Bannister, P., & Throne, P. (1997). Guilty in whose eyes? University Student’s perceptions of cheating and plagiarism in academic work and assessments. Studies in higher education, 22(2), 187-203. DOI: 10.1080/03075079712331381034 Auer, N.J.,&Krupar, E.M. (2001). Mouse click plagiarism: the role of technology in plagiarism and the librarian role in combating it. Library Trends, 49(3), 415 -32. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=2FDBB4B2FE2D30B422AB9430E537F7B3 ?doi=10.1.1.175.7903&rep=rep1&type=pdf Briggs, R.(2009). Shameless! Reconceiving the problem of plagiarism. Journal of the theoretical humanities,14(1). DOI:10.1080/09697250903006476 Chandrasoma, R., Thompson, C., &Pennycook, A.(2004). Beyond plagiarism: transgressive and non-transgressive intertextuality. Journal of Language, Identity andEducation, 3(3), 171193. DOI: 10.1207/s15327701jlie0303_1 Duplichecker. (2014). Retrieved from http://www.duplichecker.com Harris, R. (2012). Anti-plagiarism Strategies for Research Papers. Virtual Salt. Retrieved from http://www.virtualsalt.com/antiplag.htm Howard, R.M. (1995). Plagiarisms, Authorships, and the academic death penalty. College English, 57(7), 788-806. Retrieved from http://www.jstor.org/stable/378403 Josephson (2006). Josephson Institute report card. The ethics of American Youth. Retrieved from http://charactercounts.org/pdf/reportcard/2008/press-release.pdf Lampert, L.D. (2004). Integrating discipline-based anti-plagiarism instruction into the information literacy curriculum. Reference Services Review, 32(4), 347 - 355 DOI: 10.1108/00907320410569699 Plagiarism Checker. (2014). Retrieved from http://www.plagiarismchecker.com Plagiarism Software. (2014). Retrieved from http://www.plagiarismsoftware.net Price, M.(2002). Beyond “gotcha!”:Situating plagiarism in policy and pedagogy. College Composition and Communication, 54, pp. 88-114. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/CCC/0541 sept02/CO0541Beyond.pdf Seo Tools. (2014). Retrieved from http://www.smallseotools.com Soanes, C.,& Stevenson, A. (2006). ‘‘plagiarize v.” The Concise Oxford English Dictionary, 11 ed. revised. Oxford University Press, Oxford. Retrieved from http://www.oxfordreference.com/views/ENTRY.html?subview=Main&entry= t23.e43211 Stefani, L., & Carroll, J. (2001). A briefing on plagiarism. Generic Centre. Retrieved from http://www.bioscience.heacademy.ac.uk/ftp/resources/gc/assess10Plagiari sm.pdf Sullivan, J.(2002). Plagiarism hysteria lacks original thought. The Age,Opinion, pp.13. Retrieved from http://www.theage.com.au/articles/2002/12/18/1040174294307.html Vij, R., Soni, N.K., & Makhdumi, G.(2009). Encouraging Academic honesty through Anti-plagiarism software. 7th International Caliber. Retrieved from http://www.inflibnet.ac.in/caliber2009/CaliberPDF/55.pdf

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PSYCHOLOGICAL ASPECTS OF PEACE EDUCATION Ch. Asha Latha, Research Scholar, Dept. of Telugu, Andhra University, Visakhapatnam-530003, Andhra Pradesh, India. Phone: 09441466643. e-mail: [email protected] & Dr. Sudarsan Raju Chandolu, Principal, College of Education, 9-4141/14, SF-2, Anjana Towers, Pithapuram Colony, Andhra UniversityPost, Visakhapatnam-530003, Andhra Pradesh, India. e-mail: [email protected] ; Phone: 09491171819. ABSTRACT : Present paper, psychological aspects of peace education deals with peace, conflict, violence and war. The terms Violence and Peace are usually defined as extended conceptualization of peace. Peace is not merely the absence of personal violence and war, but also the absence of structural and cultural violence. The ideal of peace can also be conceptualized as the comprehensive implementation of human rights like civil, political, economic, social and cultural rights; this should among other purposes, ensure the satisfaction of basic human needs, such as positive personal and social identity, sense of control, security, social justice, well-being, a safe environment and access to adequate food and shelter. Peace education promote the knowledge, skills and attitudes that will help people either to prevent the occurrence of conflict, resolve conflicts peacefully, or create social conditions conducive to peace. KEYWORDS: Conflict, Education, Human needs, Human rights, Peace, Psychology. Introduction : Education is the Foundation “Let us pledge to teach our children the value of tolerance and mutual aspect. Let us invest in the schools and teachers that will build a fair and inclusive world that embraces diversity. Let us fight for peace and defend it with all our might.” -UN Secretary General Ban Ki-Moon. Peace building and peace education

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Peace education activities promote the knowledge, skills and attitudes that will help people either to prevent the occurrence of conflict, resolve conflicts peacefully or create social conditions conducive to peace. Core values of nonviolence and social justice are central to peace education. Nonviolence is manifested through values such as respect for human rights, freedom and trust. Social justice is realized by principles of equality, responsibility, and solidarity. In order to achieve these ideals, peace education programmes across the world address a wide range of themes. These include nonviolence, conflict resolution techniques, democracy, disarmament, gender equality, human rights, environmental responsibility, history, communication skills, coexistence, and international understanding and tolerance of diversity. Peace education can be delivered to people of all ages, in both formal and informal settings. Programmes exist at local, national, and international levels, and in times of peace, conflict, and post-conflict. To create public dialogue different factions of society are often brought together in peace education programmes - these typically include civil society groups, schools, tribal leaders and the media. Yet due to the many areas covered by peace education, initiatives are primarily determined by culture and context, as well as by the projects’ scopes and objectives. Peace education and peace building are therefore intrinsically linked. The UN’s actions for peace building include education as one of its principle components. For peace building initiatives to remain sustainable it is vital that attitudes towards war and violence are transformed and translated into long-term behavioral change which seeks alternative solutions to armed conflict. Psychological Aspects of Peace Education Peace Psychology is a subfield of Psychology and Peace Research that deals with the psychological aspects of peace, conflict, violence and war. Peace psychology can be characterized by four interconnected pillars: (1) research, (2) education, (3) practice, and (4) advocacy. Peace psychological activities are based on psychological models (theories) and methods; they are usually normatively bound in their means and objectives by working towards the ideal of sustainable peace using (as far as possible) non-violent means. Violence and peace are usually defined in terms of Johan Galtung’s extended conceptualization of peace, according to which peace is not merely the absence of personal (direct) violence and war (negative peace), but also the absence of structural (indirect) and cultural violence (positive peace). The ideal of peace can also be conceptualized as the comprehensive implementation of human rights (civil, political, economic, social, and cultural rights); this should, among other purposes, ensure the satisfaction of basic human needs, such as positive personal and social identity, sense of control, security, social justice, well-being, a safe environment, and access to adequate food and shelter. Organizations that focus on peace psychology include, for example, in the United States the Society for the Study of Peace, Conflict, and Violence (Peace Psychology Division [Division 48] of the American Psychological Association) and Psychologists for Social Responsibility, a nongovernmental organization based in Washington, DC. Germany has the Forum Friedens psychology, and the Australian Psychological Society has an Interest Group called Psychologists for Peace. On the international level, there is the Committee for the Psychological Study of Peace as well as the International Network of Psychologists for Social

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Responsibility, which links organizations from (among other countries) Germany, Finland, the United States, Australia, Costa Rica, India, and Italy. Psychological Barriers In working with students to teach them about peace and conflict, educators have many psychological obstacles to face. At the basis of the pedagogical relationship between teachers and students lies each of the various psychological histories each brings to discussions of how to live more peacefully on this planet. The skill of the teacher is to respond to those histories. All human brings desire security, security influence how an individual may approach peaceful responses to conflict. Many people feel ignorant of the complex issues surrounding national defense. People who trust leaders often believe that their government has their best interests in mind and do not question a system that ‘take care of them’. Peace education, by providing information about national priorities, environmental costs and foreign policy, can help citizens to feel informed enough to engage in debate about these important issues that affect their lives. Because of the level of national trust, citizens may be reluctant to challenge the status quo. Peace education promotes changes in the way human beings think about their commitment to violence and to their sense of security. New ways of thinking of security involve notions of equity and the concept of human security. Moving into a world that is more peaceful will require replacing an economic system based upon the idea of unlimited growth of our monetary and economic systems with alternative structures that are based on a different way of measuring well being, advancing ideas of equity for all. Some who are concerned about violence try to transform their private lives into a more peaceful way to live and indeed, this might be seen as working toward peace, albeit on an individual level. Pessimism about changing reality leads to a situation where some feel the only thing they can really change is their own attitudes and behavior. Children raised by parents with psychological patterns that rely on out side others to provide answers often aren’t willing to accept the ambiguity that goes with trying to change a reliance on rigid, militaristic values. In extreme cases where children are victimized, they may seek scapegoats, for the frustration they feel and act out their frustrations destructively. Fortunately, such extreme cases are not the norm, for the most part, children grow up in good-enough homes, where, though they may be exposed to violence in some form, they will maintain the resiliency necessary to work for social change. Formation and escalation of Conflict Peace psychology focuses on the psychological aspects of the formation, escalation, reduction, and resolution of conflicts. A conflict exists when the expectations, interests, needs, or actions of at least two parties to the conflict are perceived by at least one of the parties to be incompatible. Peace psychology is mainly concerned with conflicts between social groups (intergroup conflicts, such as between ethnic groups, clans, religious groups, states etc.), in terms of domains like power, wealth, access to raw materials and markets, cultural or religious values, honor, dignity, or recognition. In conflicts one has to distinguish between (overt) positions (e.g., " we don't negotiate with X") and underlying interests (e.g., power, spheres of influence and wealth) as well as between current triggers (e.g., violence at a political protest) and systematic, enduring, structural causes (e.g., deprivation of a group's political participation or access to professional employment). Although conflicts are

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inevitable and can lead to positive change when dealt with constructively, the escalation of conflicts and in particular the occurrence of violence are preventable. Psychological processes of information processing (attention, perception, memory, thinking, and judgment), emotion, and motivation influence substantially how a conflict is handled, and in particular whether conflicts escalate to violent episodes. An important factor is the different points of view of the conflict parties, such as when behavior that is based on positive intentions is perceived by the opponent as aggressive and therefore contributes to escalation. Conflicts can easily escalate. A cycle of violence can arise in which both parties are involved, and original victims can become perpetrators, without realizing it ("victim myth"). Conflicts can be intensified specifically through the construction of enemy images, psychological warfare, and propaganda promulgated by the media, political elite, educational systems, socialization, cultural symbols and other means. Enemy images may have a kernel of truth, but overstate the negative sides of the opponent. The core features of a strong enemy image include: (1) a negative evaluation of the opponent (e.g., aggressive, immoral, but also inferior), (2) a one-sided blame for negative events, and (3) a different evaluation of similar actions of one's own side than the enemy ("double standard"; e.g., build-up of arms on one’s own side is self-defense, on the enemy's it is aggression). These constructions can cause dehumanization of the opponent, so that moral standards no longer apply. In extreme cases, it may seem acceptable, even desirable, for the opponent to suffer and be killed. The construction of the enemy image has the central function of justifying armament, violence, and war. In addition, it enhances the individual and collective self-image. Psychological warfare includes methods of generating or strengthening war support among the civilian population and the military. These methods include disinformation using the media (war propaganda), but also sabotage, displacement, murder, and terror. War propaganda consists of two complementary strategies: (1) repeating, highlighting, and embellishing with detail information that functions to intensify the enemy image or threat perceptions, and (2) ignoring and devaluing information that may lead to de-escalation. In addition, negative behavior of the adversary may be provoked. Psychological Strategies of Peace: Conflict reduction and resolution : Different peace psychological strategies for non-violent conflict resolution are discussed as conflict deescalation, conflict resolution, conflict transformation. One can distinguish between strategies on the official level (e.g., measures of tension reduction and trust build such as Charles E. Osgood's "Graduated and Reciprocated Initiatives in Tension Reduction" [GRIT], negotiations, mediation), approaches of unofficial diplomacy (interactive problem-solving workshops), and strategies at the level of civil society (e.g., peace journalism, contact between social groups).

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Effects of war and violence : Peace psychology examines war and violence between groups also with the aim of illustrating the psychological and social costs of war and violence and to document the human suffering caused. The psychological consequences include, in particular, traumatization (mainly of the civilian population, but also members of the military), cognitive and emotional damage, and the destruction of trustful social relationships. Wars often do not resolve the underlying problems; they often provoke new violence and wars. For example, in post-war societies an increased level of family and community violence can be observed. In addition, resources necessary to deal with civilian issues (e.g., education, health, social welfare) are lost. There is still little comprehensive and objective research on the consequences and costs of war. Psychosocial conditions of sustainable peace Even when violence has been stopped or a peace treaty reached, to prevent the risk of a renewed escalation, physical and economic reconstructions as well as socio-political and psychosocial interventions are required. These interventions aim to cure psychosocial wounds of war, build trust, develop a common collective memory, recognize past wrongdoing, and achieve reconciliation and forgiveness. Examples are trauma therapy and truth and reconciliation commissions. Also, irrespective of any specific conflict and violence, peace psychological research looks at the psychosocial conditions that hamper or promote sustainable peace. The basic aim is to transform cultures of violence into cultures of peace. The following cultural characteristics are obstacles to the development of sustainable peace: the view of one's own group (ethnicity, religion, nation, etc.) to be superior and more valuable and others as inferior and of little value (or in the extreme case: no value); the development of enemy images, dehumanization of others, legitimization of violence and damage; underlying beliefs (ideologies) such as ethnocentrism, social dominance orientation, authoritarianism, nationalism, militarism, and an education system that promotes these ideologies; power differentials that are defended or increased by the powerful and that create unequal conditions in areas such as wealth, health, education, and political participation. Among factors conducive to the development of sustainable peace are: the fundamental belief that conflicts are frequent, but that they can be solved without violence and for the benefit of the various conflict parties; the concept of humanism with the features of human dignity, pacifism, empathy, respect, tolerance and solidarity, and respect for all people or for humanity as a whole; critical proximity to one's own group that – in addition to positive identification - also integrates own weaknesses, mistakes, and committed wrongdoings in the collective self-concept. In the transformation of cultures of violence into cultures of peace the focus on human rights is of high importance. Human rights are inalienable rights that apply to all human beings, without distinction as to sex, color, ethnicity, language, religion, political opinion, or social origin (prohibition of discrimination). The UN Human Rights Charter contains the essential documents of the Universal Declaration of Human Rights (UDHR, 1948) and the Twin Covenants (1966, International Covenant on Economic, Social and Cultural Rights and International Covenant on Civil and Political Rights). The UDHR consists of 30 articles with

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more than 100 individual rights, including civil and political rights (e.g., right to life, prohibition of torture, right to fair and public trial, right to asylum, freedom of speech, regular elections), but also social, economic, and cultural rights (including the right to work, rest, holidays with pay, protection from unemployment, the right to food, clothing, housing, medical care, and free primary education) of particular importance in the UN's human rights concept is that all human rights are significant (indivisibility) and that they apply to all people (universality). Psychological research on human rights has mainly examined knowledge, attitudes, and readiness to act in support of human rights. Representative surveys in Germany show that the realization of human rights is considered to be very important, but at the same time knowledge of human rights is low and inaccurate. The results show a "halving" of human rights: Some civil rights are known, while economic and social rights are hardly considered human rights, of importance in peace psychology are also analyses of whether human rights are used in the sense of peace or whether they are abused for the construction of enemy images or to prepare wars. The Role of the United Nations in Peace Education As we are in twenty-fist century, there have been several strong appeals to make the teaching of peace and peace strategies more explicit in schools. In November 1995 the 186 members’ states of the 28th General Conference of the UNESCO stated that the major challenge at the close of the twentieth century is the transition from a culture of war and violence to a culture of peace. In November 1998 the United Nations General Assembly adopted resolutions declaring the year 2000 the International Year for the Cultural of Peace and the years 2001-2010 to be the International Decade for a Culture of Peace and Nonviolence for the Children of the World. From that mandate UNESCO has developed eight areas of action necessary for the transition form a culture of war to a culture of peace. The first of these is a “Culture of Peace through Education”. A manifesto written by the winners of the Nobel Pace Prize and published in Le Monde on July2, 1997, stated that the only one way to fight violence with nonviolence is through education. The founding of the United Nations provided an impetus for an international effort to teach about the problems associated with war, violence, injustice, illiteracy, poverty, and other sources of human conflict. In keeping with the principles of the United Nations charter that promoted international cooperation and peace, the United National Educational, Social and Cultural Organization in 1953 sponsored an Associated School Project to study disarmament, the international economic order and human rights in schools throughout the world with six main objectives. 1. To improve the capacity of secondary school teacher to teach about world problems; 2. To increase young people’s awareness of world problems; 3. To provide young people with skills which will eventually by useful in solving such problems; 4. To develop more effective teaching methods and materials to improve the teaching of three specific world problems (disarmament, the New International World Order and Human Rights);

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5. To shed new light on how these three issues can effectively be studied in different countries; and 6. To understand better the complexity of world problems and facilitate finding solutions to them as a result of knowing other people’s views and opinions regarding them. Peace Education as Transformative and Empowering Peace education has to that extent to be an empowering process – whether in a classroom or in the community; those who press for peace education have the responsibility of showing that ordinary people, children or adults, can do something effective about the problems that are raised – that they are problems created by human beings and can now be solved by them. – Nigel Young Peace education contributes to the health of modern societies by teaching students about alternatives to violence and empowering them to contribute to the public debate about how to achieve human security. Empowerment can lead to action, “the task of peace education is to strengthen confidence in democracy and its capacity of solving problems”. Peace education adheres to democratic traditions, traditions that have relied upon schools to train people to shape society on the basis of accumulated wisdom. An informed public provides the basis of democracy. The strength of an open society rests upon citizens who thing independently, who are free to talk, to meet, to think, to seed truth, to be different, to try some thing new, and to make the best of their lives according to their ideals. In dynamic society, debate and controversy are signs of health. In view of various barriers that educators and students may face as they bring their visions of a more hopeful and interdependent world into their classrooms, schools and community settings. These include psychological, cultural, political and educational barriers. In order to create transformation, students and educators need to be aware of some structural issues inherent in our educational system and how these can be overcome. This awareness can be used as a part of the educational process itself and also as a step towards transformation. CONCLUSIONS: Peace education defined as stimulating non-violence, tolerance and democratic attitudes. In a nutshell, negative peace can be understood as the absence or prevention of violence, whereas positive peace refers to an attitude or atmosphere conducive to a culture of peace. The greatest variety of peace education, target audiences and methodologies can be found among the organizations that define themselves self-consciously as working on peace related themes. It could be expected that these organizations would most explicitly encompass the whole field of peace education. In focusing primarily on war memory and negative peace, and not on a broader conception of positive peace education - which includes education about global issues, human rights, developmental and environmental topics, and

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conflict resolution - the government seems to limit itself to a rather intuitive approach to peace education as well. Peace education contributes to the health of modern societies by teaching students about alternatives to violence. UNESCO has developed eight areas of action necessary for the transition form a culture of war to a culture of peace. The first of these is a “Culture of Peace through Education”. A manifesto written by the winners of the Nobel Pace Prize and published in Le Monde stated that the only one way to fight violence with nonviolence is through education. REFERENCES Bar-Tal, D. & Hammack , P. L. (2012). Conflict, delegitimization and violence. In L. R. Tropp (Ed.), The Oxford handbook of intergroup conflict (pp. 29-52). Oxford: Oxford University Press. de Waal, Frans B. M. (28 July 2000). "Primates—A natural heritage of conflict resolution.". Science (American Association for the Advancement of Science) 289 (5479): 586– 590. doi:10.1126/science.289.5479.586. ISSN 0036-8075. Galtung, J. (1969). Violence, peace, and peace research. Journal of Peace Research, 6 (3), 167-191. Harris, I. (2004). Peace education theory. Journal of Peace Education, I(1), 5-20. Hugh Miall (2004). Conflict Transformation: A Multi-Dimensional Task, Bergh of Handbook for Conflict Transformation, p. 4. Michael E. Eidenmuller. (1948-12-09). "Eleanor Roosevelt: Address to the United Nations General Assembly". Osgood, C. E. (1962). An alternative to war or surrender. Urbana, IL: University of Illinois Press. Scheinman Institute on Conflict Resolution - Degrees. Cornell University School of Industrial and Labor Relations. 2014. Retrieved 3 December 2014. The Encyclopedia of Peace Psychology, Volume 1, By Daniel J. Christie, Wiley-Blackwell, December 2011, pp 580-581, ISBN 1405196440.

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THE REAL PURPOSE OF EDUCATION Dilip Bathena, National Institute of Rural development, MA (Sociology), PG Diploma (Rural Development). Email: [email protected] Abstract : According to Bhagvad gita and Vedas the Purpose of Education is not just earning Degree or qualification and attaining job. But Real Purpose of Education is to build a society with good moral ethics and values, which will enable to build world with peace . The goal is the build a society with happiness and justified world without sorrow. This Happiness comes only where the peace exists. Whatever you earn and own is waste and useless if there is no Peace. Because without peace our soul will not be happy even you own so much of wealth. Without Peace you will lose happiness and also Mental and Physical Health. Below is a verse quoted in Bhagavad-Gita where it says how important it is to have peace within. A Verse : This chapter of Bhagavad-Gita is called the king of education because it is the essence of all doctrines and philosophies explained before. There are seven principal philosophers in India: Gautama, Kaṇāda, Kapila, Yājñavalkya, Śāṇḍilya, Vaiśvānara, and, finally,Vyāsadeva, the author of the Vedanta -sutra. So there is no dearth of knowledge in the field of philosophy or transcendental knowledge. Now the Lord says that this Chapter is the king of all such knowledge, the essence of all knowledge that can be derived from the study of the Vedas and different kinds of philosophy. It is the most confidential because confidential or transcendental knowledge involves understanding the difference between the soul and the body. And the king of all confidential knowledge culminates in devotional service.” In the present modern age with advent of time we find that multi dimensional complex problems are vitiating the society and human beings at large exposed to the pain, mental agony, harassment , violence , terror, insecurity, deprivation, indignition, discrimination, resulting in total disharmony. The civic life is shattered and locked up in utter chaos. This is what the order of the day. Day in day out in some degree or other these discrepancies are what the common man has to face in silence. There are instances when there some outbreak of violence, uproar, protests or forbearance in silence .But all said and done the man is affected and disturbed by the disorder and disharmony in their lives. It is here world over international, national, governmental, nongovernmental organizations; all are unequivocally highlighting the paramount importance of the "PEACE

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EDUCATION". It may be mentioned at the outset that the so called peace education begin at a tender, impressionistic age, in the formative stage of a human personality. When attempted at an appropriate age, it goes as education of heart and peace shall be the reward. Educationists all over the world have been convinced of the need for methodical peace education. Many thinkers , philosophers, religious leaders like Aurobindo, Vivekananda, Rabindranath Tagore, Jiddu. Krishnamurthy, have preached about spiritual peace. Religions around the world ,Christianity, Islam, Judaism, confucism, Sufism and in India mainly Hinduism, Buddhism, Sikhism, Jainism and many religions spread gospels and sermons for aiming at a peaceful coexistence of the mankind. United Nations organ UNESCO also made proclamation of its Preamble for Peace Education. It called for integration of Principal values, practice of working on propagating Peace education to achieve sustainable personality development, and impart education that will facilitate behavior change, for a peaceful future in terms of environmental integrity, ecological viability to attain a just formidable society. The peace education should aim at developing global citizens, who will thrive on cross cultural relations, dynamics and be able to cope up with the conflicts of national international issues, differences on account of ethnicity, Religious affiliations, wars and geographical boundaries. UNESCO suggested that the Peace education should go a long way integrating, religious, philosophical, theological, psychological, sociological, international issues and work on eroding roots of violence .The peace education should also work to evolve their policies adopt to the changes due technological aspects, communication net works, and fast proliferating social media at the hands of growing children. In the wake of UNESCO call many educationists started working on why we should commit ourselves peace education. James page ,southern cross university, Australia lamented that no where there are any measures evolved ,developed and promoted by the current education system ,to impart proper Peace education, to ensure that there are no social rivalries, conflicts, no social oppression , discrimination, exploitations whatsoever. John Galtung who did extensive research on peace, education, referred to dephilosophising, with in peace research and concluded that no systematic approach On this endeavor.1965-70. Around a decade later in 1985 another educationist Nigel declared that there was an urgent need for a coherent, philosophical elaboration, for evolving an effective peace education system. Around 2004-05,” Chapter 9: The Most Confidential Knowledge TEXT 2 (SANSKRIT SLOKA) raja-vidya raja-guhyam pavitram idam uttamam pratyaksavagamam dharmyam su-sukham kartum avyayam

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SYNONYMS. rāja-vidyā—the king of education; rāja-guhyam—the king of confidential knowledge; pavitram—the purest; idam—this; uttamam—transcendental; pratyakṣa—directly experienced; avagamam—understood; dharmyam—the principle of religion; susukham— very happy; kartum—to execute; avyayam—everlasting. TRANSLATION This knowledge is the king of education, the most secret of all secrets. It is the purest knowledge, and because it gives direct perception of the self by realization, it is the perfection of religion. It is everlasting, and it is joyfully performed. Relation between Bhagavad Gita and Education"Shrikrishna Bhagw¡an says, the real meaning of education is receiving of virtual knowledge but question arise 'what is virtual knowledge'? Whenever we see or we feel the university in diversity and God exists everywhere". "True knowledge is that which teach us to see God in each soul". The Lord says that King of all such knowledge, the essence of all knowledge that can be derived from the study of the Vedas and different kinds of philosophies. The Bhagavad Gita specially stresses on the importance of the soul. The Lord says that this body is perishable and the soul is not perishable. That is a confidential part of knowledge; simply knowing that the spirit soul is different from this body is finished, or one is liberated from the body, the soul remains in a void and becomes impersonal. But actually that is not the fact, how can the soul, which is so active after being liberated from the body. It is always active. If it is eternal, then it is eternally active, and its activities in the spiritual kingdom are the most confidential part of spiritual knowledge.” Education According to Bhagavad Gita- In order to formulate the principles of education the divine teacher Lord Krishna has not imparted his wisdom to his student as mere dictation like others. The Gita answer the 'why' of such education. The human child in the world is not a tabula rasa or an empty being. He inherits the certain tendencies, instincts, propensities of character, mental dispositions etc. from his past life. Parents give to child only his body but his physical apparatus and soul's doing are his own. This explains individual differences. The Bhagavad Gita reconciles metaphysics and physics, nivritti and pravrtti, psychical entity, and hereditary and environment of men and gives the principles of education clearly indicating that education is spiritual-social necessity. It is a value and its edifice cannot be built on sand. The teacher must teach his subject with great competence but when the issue of judgement is involved he should let the student free as Arjun was finally left to decide himself whether to fight or not. The concept of the teacher in the Gita is that he must be most balanced. The true teacher not only teaches truth but also demonstrates it. In short, the teacher is vigilant enough to keep the soul and body of his student as well as his own together. The student, according to the Gita, is not a disciple but a learner. But the first and the last characteristic of an ideal student are to surrender before the teacher accepting his ignorance of the subject he wants to

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know. Genuineness, humanity, obedience, faith in his teacher is the essential characteristics of a good learner. He must also posses an intense urge to know without which he will not be able to digest what the teacher gives. Humility, obedience, faith etc. towards the teacher imply that the student should be virtuous. The student, according to Gita, must shun three great vices- Kama, Krodh and Lobha in his personality. Obedience means respect to the teacher; however, it does not mean the foolish obedience in which everything is accepted by the student blindly. The eager intellect of the student must be satisfied. Figure: 1

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·

Explanations: Purpose of Education: The Purpose of education is to build society with Good living Beings with Good Ethics and Values with Basic needs to live .which will ultimately enable society to be happy.

·

Peace: The main Essential Thing required to achieve Purpose of Education is a Happy World with good values and ethics is Peace. Spirituality and Intelligence and good Knowledge.

·

Intelligence: Having knowledge and skills for Right Purpose Society Intelligence is can be attained only through Right full knowledge and to know how to use it rightfully for right purpose. This can be attained only through only Reading the King of Education. Bhagvad Gita which is essence of Vedas. With Spiritual Service to god or supreme Soul.

·

Some Examples of Intelligent People who read Bhagvad Gita: Ashoka, Gautama, Buddha, Mahavir, Vivekananda,Mahtma Gandhi, Krishna,Rama,

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Smartness : Achieving or getting something for any kind regardless good or bad with any attitude or motive

·

Examples of smart people: Scamsters, Theives, Terrorist, Normal humans who have high income. criminals

SMARTNESS AND INTELIGENCE COMPARISION TABLE:

SI NO: QUALITIES OF GOOD HUMAN BEING

SMARTNESS INTELIGENCE

1

GOOD CHARACTER

MAYBE

YES

2

PEACE

MAYBE

YES

3

KNOWELEDGE FOR HELPING SOCIETY

MAY BE

YES

4

EARNING BREAD AND BUTTER AND NEEDS MAY BE

YES

5

HAPPINESS

MAYBE

YES

6

SOCIETY CONSCIOUSNESS

MAYBE

YES

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SI NO:

PROPERTIES ATTAINED Normal Modern Bhagavad Gita THROUGH EDUCATION Education Vedic Literature

1

GOOD CHARACTER

NO GUARANTEE

GUARANTEED

2

PEACE

NO GUARANTEE

GUARANTEED

3

KNOWELEDGE

NO GUARANTEE

GUARANTEED

AND NO GUARANTEE

GUARANTEED

and

FOR HELPING SOCIETY 4

EARNING BREAD BUTTER AND NEEDS

5

HAPPINESS

NO GUARANTEE

GUARANTEED

6

SOCIETY CONSCIOUSNESS

NO GUARANTEE

GUARANTEED

7

INTELIGNCE

NO GUARANTEE

GUARANTEED

CONCLUSION : Real Purpose of education is to build a ethical society with good values .This can be achieved only through Bhagvad gita which is master of Education which can will give us great Knowledge, Capabilities, stature and intelligence to build a society with values. REFERENCES · · · · · · · ·

Radhakrishnan S., 'Bhagavad Gita' published by Rajpal & sons, Delhi, 1962 Dyaneshwar Maharaj, 'Gita: The Mother', published by Kalyani publishers, Ludhiana, 1972 ]Bhakti Vedanta A.C. & Swami Prabhu Pad, 'Bhagavadsandseh' Published by Bhakti Vedanta Granth Sansthan, Kandhivali Bombay vol.1, 1986 Bhakti Vedanta A.C. & Swami Prabhu Pad, 'Bhagavadsandseh' Published by Bhakti Vedanta Granth Sansthan, Kandhivali Bombay vol. 2, 1986 ]Tattavabhuhan, S. 'The Bhagavad Gita', Cosmo Publication, New Delhi, 1987

·

Shivanand, 'Gita Rasamrita' sarvasewa sangh Prakashan Rajght, Varanasi, 1997

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JAMES PAGE “EDN JAMES PAGES SOUTHERN CROSS UNIVERSITY” © 2008 Encyclopedia of Peace Education, Teachers College, Columbia University.

·

http://www.tc.edu/centers/epe/

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”The effect of Bhagvad gita in present situation “Dr Priyanka Rani Lecturer ” Lecturer, V.M.L.G. (PG) College, Gaziabad Shodh sanchyan

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PROBLEMS FACED BY FIRST GENERATION STUDENTS IN HIGHER EDUCATION Ulfat Ali Lone, Department of Education, Central University of Kashmir, Srinagar, [email protected] Abstract: The present study sought to investigate Problems faced by First Generation students. For this study 120 male and female students from 4 Government Degree Colleges of district Srinagar, Ganderbal, Sumbal and Magam of Jammu and Kashmir State with regard to higher education were selected as sample. Data was collected though self-constructed questionnaire. The questionnaire was having four areas to be covered by the student. The collected data was subjected to percentage statistically. The results revealed that Finance is the main barrier that first generation students have come across. Keywords: First generation learners, Barriers, Finance, Higher education. INTRODUCTION Indian higher education system is the 3 rd largest in the world next to United States and China. Indian higher education has expanded at a fast pace by adding nearly 20,000 colleges and more than 8 million students in a decade from 2000-01 to 2010-11 (latest statistics on Indian higher education). As of 2011, India has 42 central universities, 275 state universities,130 deemed universities, 90 private universities,5 institutions established and functioning under sate Act and 33 institutions of national importance (India 2009:A Reference Annual 53rd edition). It is revealed that 0.87 million passed the school leaving exam and enrolled in college for undergraduate studies (2008 Data from Maharashtra’s higher secondary education). After independence, Indian higher education has been the monopoly of the rich. There is an enormous number of people in India who didn’t entered into post secondary education. As per report of the higher education in India (Issues Related to Expansion, Inclusiveness, Quality and finance May 2008) the access to higher education measured in terms of gross enrolment ratio has increased only from 0.70% in 1950/51 to 1.4% in 1960/61 that gave rise to the bunch of students to be First Generation Students. First generation students can come from families, with low income or from middle or higher income families without college going tradition. First generation college students are students, whose parents do not have any post secondary education (Choy, 2001). The national centre for education statistics (NCES) beginning post secondary student longitudinal study found in 1995-96 that

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first generation beginning post-secondary education are more likely than others to be 24 years or older (Choy, 2001). Across all demographic categories, first generation students arrive at college campuses at risk academically. They are less academically prepared than their traditional counterparts, when compared to continuing-generation students. First generation students face greater challenges in a college as a result of being the first in their family to attend post secondary education. First generation students differ from their non-first generation peers in regard to a variety of demographic variables, including being widely represented in disadvantaged racial, income and gender groups, occupying “intersecting point of oppression”. (Lohfink & Paulsen, 2005, p. 409). First generation students are more likely to be minority students (Bui, 2002; Horn & Nunez (2000). Attainment and persistence are some of the challenges that first generation students encounter. In terms of the academic pipeline, it is well established in the higher education literature that first generation students are much likely than their peers to enrol in a post secondary institution; and it follows that they are less likely to persist to graduation once they do enter college ( Engle, Bermeo, O’Brien 2006; Engle & Tinto). First generations students have to strive for the completion of the degree. A few first generation students break intergenerational cycle and become successors while majority of them couldn’t achieve their goal. First generation students are much more likely to earn a bachelors degree if they enter post secondary education at a four year institution than if they enter at a two-year college, but that annually only 25% of first generation do so (Engle & Tinto). Being a 1st generation college student brings unique challenges which can impact academic performance in a negative way. First-generation college students may experience some of the following: 1. Culture shock/stress – students may experience a cultural conflict between home and the university environment, while they may also be confused about the expectations of being a college student. 2. Family responsibilities that conflict with academic responsibilities. 3. Lack of understanding from family about academic responsibilities and may experience alienation from family support. 4.

Financial difficulties.

5.

Lack of understanding about campus culture – need for networking, accessing resources, knowledge about the college campus.

6. May have difficulty making or finding community on campus. 7. May lack identity as a student. 8. May have difficulty or feel apprehensive about connecting with their professors before and after class or during their office hours. 9. Have difficulty making connections between career goal and academic requirements. 10. May wonder if they have what it takes to succeed at the university. 11. May experience frustration with the system. 12. May experience depression and anxiety.

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STATEMENT OF THE PROBLEM: The problem under investigation reads as under “PROBLEMS FACED BY FIRST GENERATION STUDENTS IN HIGHER EDUCATION”. The present research intends to investigate the barriers that become hurdles in the path of success of first generation students, who cannot complete their post-secondary education. This lesson begins the overall focus on how other first- generation students have dealt with barriers and how first generation students can address or remove their own barriers to higher education. The findings in this study will advance our understanding of firstgeneration students and their attrition behaviour. DEFINITION OF KEY TERMS · · ·

Higher level of education: is a level of education beyond senior secondary i.e. after 12th. First Generation Students: Students who are the first in their family who are pursuing higher education Barriers: Factors which inhibits student’s entry into higher education

OBJECTIVES OF THE STUDY 1. To analyze the barriers faced by first generation students’ during their journey of higher education. 2. To analyze how the first generation students have channelized those barriers and successfully accomplished the journey of higher education. 3. To analyze the process followed by first generation students for breaking the intergenerational cycle during their journey of higher education. REVIEW OF REWLATED LITERATURE : Unlike their peers whose parents attended college, first- generation students are not fully aware of their educational choices or how to seek the best financial aid options. Furthermore, lacking cultural capital, first-generation students may feel disconnected from the academic and social life in college. As supportive as families were, they were not able to offer direction or advice because they themselves had not attended college. Wolniak, and Terenzini (2004) determined a number of factors contributing to student learning and cognitive development. First-generation college students lack the cultural and social capital necessary for making a smooth transition from secondary education. There are a number of factors that have been shown to negatively affect the college-going chances of students whose parents did not complete any education beyond high school, including lower levels of academic preparation, lower educational aspirations, less encouragement and support to attend college, particularly from parents, less knowledge about the college application process, and fewer resources to pay for college. In combination, these factors reduce the chances that first-generation students will “choose” to go to college at all as well as limit the types of colleges (i.e. location, sector, and selectivity) that first-generation students consider attending, which can ultimately affect their chances of graduating with a

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degree (Engle, Jennifer). “However, various researches have shown that first-generation status is itself a risk factor, even after controlling for students’ demographic backgrounds, academic preparation, enrolment characteristics, and academic performance in college, that limits postsecondary access and success for this population (Berkner and Chavez, 1997; Chen, 2005; Choy, 2001; Horn and Nunez, 2000; Nunez and Cuccaro-Alamin, 1998; Warburton et al, 2001 as cited in Engle Jennifer)”. First-generation students are not only less likely to attend college; they are also less likely to persist to degree. As reported in Chen’s (2005) recent research using data from NELS Postsecondary Education Transcript Study, first generation students who attended any postsecondary institution (two- or four-year) were twice as likely to leave without earning a degree compared to students whose parents had college degrees, 43 to 20 percent respectively. Even among students who expected to earn bachelor’s degrees and attended four-year institutions, first-generation students were much more likely to leave (29 versus 13 percent) and much less likely to earn a degree (47 versus 78 percent) than students whose parents had a college degree. This gap remained even after taking a number of related demographic and educational factors into account. METHODOLOGY : The present study is guided by an interest of understanding the barriers faced by first generation students during their journey of higher education. The present study has been completed through the descriptive method of research. SAMPLE : The sample for the study was collected from 4 Government Degree Colleges of district Srinagar, Ganderbal, Sumbal and Magam of Jammu and Kashmir State. Therefore, 120 students were selected randomly from these colleges. 1. Government Degree college Bemina (fifteen male students and fifteen female students) from different streams. 2. Government Degree college Ganderbal (fifteen male students and fifteen female students) from different steams. 3. Government Degree college Magam (fifteen male students and fifteen female students) from different streams. 4. Government Degree college Sumbal (fifteen male students and fifteen female students) from different streams. For the present study, the sample of secondary school students is given in the tabulated form as under: TABLE 1.1 Degree college students Number of students Rural

60

Urban

60

Total

120

Figure 1

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Male Urban

30

60

Female 30

Total Sample 120

Male Rural

30

60

Female 30

DESCRIPTION OF THE TOOL Self-Constructed Tool The self-constructed questionnaire was administered with the purpose of getting classified data with regard to higher education students, regarding the barriers faced by first generation students of higher education. The questionnaire was having four areas to be covered by the student. The first was covering the personal information of the student. The second part contained the parental information and the third was regarding the educational barriers faced by the first generation students. The last one covered the how their barriers were channelized. ANALYSIS AND INTERPRETATION Table 1.2 Showing percentage of occupation of parents of higher education students Occupation Parents/Father

of No. Parents

of age

Labours

48

Farmer

25

Shopkeeper

16

Business

13

Employee

12

Carpenter Dr./Engineer

6 0

Total

120

0 0.83 3.33 0.83 0

00

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Table No.4.1 shows the percentage of occupation of parents of first generation students in higher education. The table reveals that 10% parents of first generation students are Employees, 20.83% Farmers, 40% Labours, 5% carpenters, 13.33% shopkeepers, 10.83% businessmen.

Figure 2 Showing percentage of occupation of parents First Generation Students in Higher Education 60 50 40 30 20 10 0

No. of Parents % age

Table 1.3 Showing percentage of Family Structure of First Generation Students Structure of Family

Number

% age

69

57.5

51

42.5

Extended

0

0

Total

120

100

Nuclear Joint Family

Table No.4.2 shows the family structure of First Generation Students of Higher Education. 57.5 % of First Generation students of Higher Education were living in Nuclear Families, whereas, 42.5 % of First Generation students of Higher Education were living in Joint Families. Figure 3

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Showing percentage of Family Structure of First Generation Students 80 60 40

Number

20

% age

0 Nuclear

Joint Family

Extended

It has been revealed that 73.33% of male first generation students face financial problems, 63.33% has come through lack of guidance and counselling. Whereas, 6.66% of male first generation students have inferiority complex and only 3.33% face Marriage as a barrier for higher education. The study revealed that 73.33% of female first generation students face financial problems, 63.33% has come through lack of guidance and counselling. Whereas, 6.66% of female first generation students have responsibility of work & job and only 3.33% face curriculum as a barrier for higher education. It further reveals that 70% of Rural First Generation Students face financial problems, 53.33% has come through lack of guidance and counselling. Whereas, only 3.33% of Rural First Generation Students face false expectation and marriage as barrier for higher education. The result from the study reveals that 60% of Urban First Generation Students face financial problems, 56.66% has come through lack of guidance and counselling. Whereas, only 3.33% of Urban First Generation Students have lower college aspiration. It also reveals that 73.33% of B.sc First Generation Students face financial problems, 53.33% has come through lack of guidance and counselling whereas, only 3.33% of B.sc First Generation Students have socio-cultural problem. It has been revealed that 66.66% of B.A First Generation Students face financial problems, 60% has come through lack of guidance and counselling. Whereas, 6.66% of B.A First Generation Students have Access problem and only 3.33% face marriage as the barrier to higher education. DISCUSSION An American Council on Education (ACE) study found that the “most uninformed and fearful” respondents regarding college financing were “first-generation college families, minority group members, and those with low incomes” (Ikenberry & Hartle, 1998). In the light of above review the researcher finds that 73.33% of male & female, 70% of rural, 60% of urban first generation students face finance as the top common barrier. One male participant described the way of channelizing financial barrier as:

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“There was financial problem in my family as the source of income was not sufficient. In order, to overcome financial barrier I worked after school and on Sundays as part time job. During vacations I do embroidery work on shawls”. Students whose parents had not attended college received less help from their parents in applying to college, and were not more likely to receive help from their schools (Choy, 2001). In the light of above review the researcher finds that 63.33 of male & female, 53.33% of rural, 56.66% of urban first generation students have come across lack of guidance and counselling. First generation students often begin college less academically prepared than other students (Choy, 2001, p. xxxi) In the light of above review the researcher finds that 16.66% of male &female, 6.66% of rural & urban first generation students are less academically prepared. First- generation students report receiving less encouragement and support, and to some extent discouragement, from their parents to go to college (Billson & Terry, 1982; Horn & Nunez, 2000; London, 1989, 1992; Terenzini et al, 1996; York-Anderson & Bowman, 1991). In the light of above review the researcher finds that 26.66% of male, 20% of female, 20% 0f rural, 30% of urban, 20% of B.sc stream, 26.66% of B.A stream students have lack of parental support. CONCLUSION : The present study through the investigation reached to the following conclusions which are given below: 1. The most common barrier found in first generation students is finance. 2. The second barrier found in first generation students is lack of guidance and counselling. 3. Lack of knowledge is the third barrier faced by first generation students. 4. Work and job is the barrier faced by male first generation students more than their counter parts. 5. Rural first Generation students have the responsibility of balancing both home and school obligations than the urban first generation students. 6. The larger number of First Generation students belong to nuclear family. 7. First generation students mostly belong to the family where the parents are labours. 8. First generation students whose fathers are farmers are also found to be in highest number. 9. Selection of Stream is coming as a significant variable in case of finance. 10. Work & job barrier is found less in females as compared to males. 11. The number of male and female students who face Lack of Guidance & Counselling as barrier is same.

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EDUCATIONAL IMPLICATION: The optimistic approach of the study tends to provide input to the body of knowledge to understand the barriers faced by first generation students’ during their journey of higher education and how they have channelized those barriers to become the successors. The present study will help and provide information to institutional leaders and policy makers about the most effective approaches regarding the ways through which we can overcome the barriers faced by first generation students during their journey of higher education. SUGGESTIONS : The major recommendations are being suggested for the further research as a result of the findings of this study. 1. The further study may be replicated in other institution of higher education and on larger sample. 2. The further study may be undertaken to study how some cross the barriers, break the intergenerational cycle, become successors and some cannot cross the barriers, remain failures. 3. It would be interesting to conduct longitudinal study, using the same subject, to determine if the barriers remain constant over time or vary in some predictable way. BIBLIOGRAPHY 1.

Terry T. Ishitan, A Longitudinal Approach to Assessing Attrition Behaviour among First-Generation Students Time-Varying Effects of Pre-College Characteristics.

2.

Brown, H. E., & Burkhardt, R. L. (1999, May). predicting student success: The relative impact of ethnicity, income and parental education. Paper presented at the 39th annual Forum of the Association for Institutional Research, Seattle.

3.

Bui, K.V.T. (2002). First-generation college students at a four-year university: Background characteristics, reasons for pursuing higher education, and first-year experiences. College Students Journal, 36, 3-11.

4.

Carmen Michele McCallum. (2012). Understanding the Relationships and Experiences that Contribute to African Americans’ Decision to Enrol In Doctoral Education.

5.

Carmen Tym, Robin McMillion, Sandra Barone, Jeff Webster. (2004). First-Generation College Students: A Literature Review.

6.

Choy, S. P. (2001). Students whose parents did not go to college: Postsecondary access, persistence, and attainment (NCES 2001-126). Washington, DC: U.S. Department of Education, National Centre for Education Statistics. Retrieved from http://nces.ed.gov/pubs2001/2001126.pdf.

7.

Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Washington, DC: Pell Institute for the Study of Opportunity in Higher Education.

8.

Gretchen Rhines, Cheney, Betsy Brown Ruzzi and Kartik Muralidaran . (November 2005). A Profile Of Indian Education System.

9.

Horn, L., & Nunez, A.-M. (2000). Mapping the road to college: First-generation students' math track, planning strategies, and context of support (NCES 2000-153). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2000/2000153.pdf.

10. Inkelas, K. K., Daver, Z. E., Vogt, K. E., & Leonard, J. B. (2007). Living-learning programs and first-generation college students' academic and social transition to college. Research in Higher Education, 48, 403-434. 11. Jennifer Engle, Adolfo Bermeo, and Colleen O’Brien. (2006). What Works for First-Generation College Students. The Pell Institute for the Study of Opportunity in Higher Education 1025 Vermont Avenue, NW, Suite 1020 Washington, DC 20005. The Pell Institute for the Study of Opportunity in Higher Education.1025 Vermont Avenue, NW, Suite 1020 Washington, DC 20005.

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12. Joel H. Vargas, Ed.D. College Knowledge: Addressing Information Barriers to College Published by The Education Resources Institute (TERI). 13. Kara Balemian, Jing Feng. (July 19, 2013,). First Generation Students: College Aspirations, Preparedness and Challenges. 14. Lohfink, M., & Paulsen, M. B. (2005). Comparing the determinants of persistence for first-generation and continuing-generation students. Journal of College Student Development, 46, 409-428. 15. McCarron, G. P., & Inkelas, K. K. (2006). The gap between educational aspirations and attainment for firstgeneration college students and the role of parental involvement. Journal of College Student Development, 47, 534-549. 16. Michael. J. Stebleton (2012). Breaking down barriers: Academic obstacles of first- generation students at research universities. 17. Miller, M. (2008). The privileges of the parents. Change, 40(1), 6-7. 18. Nichole Knutson, Dana Malone, and Kelly D. Bradley, Understanding Motivations and Barriers, in the Presence of Enhanced Support, of First-Generation College Students and their Quest for Higher Education Ph.D. University of Kentucky. 19. Nicole Alia, Salis Reyes, Amaury Nora (2012). Lost Among the Data: A Review of Latino First Generation College Students July. 20. Nunez, A.-M., Cuccaro-Alamin, S., & Carroll, C. D. (1998). First-generation students: Undergraduates whose parents never enrolled in postsecondary education (NCES 98-082). Washington, DC: U.S. Department of Education, National Centre for Education Statistics. Retrieved from http://nces.ed.gov/pubs98/98082.pdf. 21. Oldfield, K. (2007). Humble and hopeful: Welcoming first-generation poor and working-class students to college. About Campus, 11(6), 2-12. 22. Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-generation college students: Additional evidence on college experiences and outcomes. Journal of Higher Education, 74, 249-284. 23. Prospero, M., & Vohra-Gupta, S. (2007). First generation college students: Motivation, integration, and academic achievement. Community College Journal of Research and Practice, 31, 963-975. 24. REL Midwest Reference Desk (2014). Barriers and Supports for First-Generation College Students March p.12. 25. Riehl, R. J. (1994). The academic preparation, aspirations and first year performance of first-generation students. College and University, 70(1), 14-19. 26. Stanley Henderson, Jody Gordon. SEM and First Generation Students – Canada & the USA.SEM Summit 2014 Windsor, Ontario. 27. Stephanie M. Drotosa, (2011). Awareness, Adaptation, and Alienation: Challenges of the First-Generation American College Experience Lakeland College, USA. 28. Susan K. Gardner, Karri A. Holley. (2011). “Those invisible barriers are real”: The Progression of FirstGeneration Students through Doctoral Education University of Massachusetts Amherst School of Education. 29. Terry T. Ishitani .A Longitudinal Approach to Assessing Attrition Behaviour among First-Generation Students: Time-Varying Effects of Pre-College Characteristics. 30. Valerie Garcia. (2010). First-Generation College Students: How Co-Curricular Involvement Can Assist with Success. The Vermont Connection • Volume 31.

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AN APPROACH TO EDUCATION FOR PEACE: CONCEPTS AND CONCERNS V. Roshan Virgil, Research Scholar, Department of Education, Acharya Nagarjuna University, Guntur, E-Mail: [email protected] & K Bharathi, Research Scholar, Department of Education, Acharya Nagarjuna University, Guntur. E-Mail: [email protected]

ABSTRACT : This paper discusses the reality of the alarming increase in violence in school life. It is to this end that this paper outlines pedagogy for peace. The pivotal role that teachers play in learning is envisaged in education for peace and the need to turn schools into nurseries for peace is also examined. The paper then examines, in some detail, the major frontiers for education for peace in the Indian context. This is done with reference to the two major goals of education: namely, education for personality formation and education to foster responsible citizenship. Citizenship, not religion, is what all Indians share in common. This paper then attempts to outline the curriculum contents for education for peace. Education for peace is not envisaged as a separate subject that would further augment curriculum load, but a perspective from which all subjects are to be taught. Curriculum contents are identified with reference to the goals of education for peace as identified in this paper. Key Words: Envisaged, Curriculum, Perspective, Identified, Peace. INTRODUCTION : Peace, as an integrative perspective for the school curriculum, is an idea whose time has come. Education for peace, as distinguished from peace education, acknowledges the goal of promoting a culture of peace as the purpose shaping the enterprise of education. If implemented with vigour and vision, education for peace can make learning a joyful and meaningful experience. Peace and Education for Peace are then defined, and the need to introduce education for peace in the school curriculum is viewed, albeit very briefly, from the global and national perspective. Education for Peace requires a reduction in curriculum load. Peace offers a contextually appropriate and pedagogically gainful point of coherence for all values. The complementarily of peace and justice is underlined. In the event of a conflict of interests, the claims of justice must take precedence over the dynamics of

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peace in the interests of peace in the long run, lest peace becomes a repressive or retrograde ideology. The major frontiers of education for peace are: Ø Bringing about peace-orientation in individuals through education; Ø Nurturing in students the social skills and outlook needed to live together in harmony; Ø Reinforcing social justice, as envisaged in the Constitution; Ø The need and duty to propagate a secular culture; Ø Education as a catalyst for activating a democratic culture; Ø The scope for promoting national integration through education; and Ø Education for peace as a lifestyle movement. Attention is then turned to examining the major issues and concerns that an effective implementation of education for peace needs to engage. They include: teacher education, textbook writing, school setting, evaluation, media literacy, parent-teacher partnership and the need to address the practical implications of integration as the preferred strategy for implementing education for peace. Curriculum contents are as follows: The primary school years could focus on laying the value foundations for personality formation and the development of the social skills necessary to live together in harmony. Focus could then shift gradually to a perspective on peace, especially to enable students to understand the value-foundations of peace. The area of special emphasis here is the need to promote skills for the peaceful resolution of conflicts. In the upper primary years, students could be enabled to view the culture of peace from the perspective of Indian history, philosophy, and culture. Thereafter, education for peace could focus more on citizenship education. A brief introduction to the basic features and ethos of the Constitution is what is envisaged here. The emphasis may shift, thereafter, to ‘peace as a lifestyle movement’. Students can be made aware of the need to for lifestyles conducive to the integrity of creation and stability of society. The various challenges to national unity can be the focus thereafter. 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 hindrances to unity. At the plus two level, the foci of education for peace could be: v understanding the logic, modes and expressions of violence; v skills for an objective understanding of issues; and v Developing a global perspective on peace. The paper concludes by identifying some of the basic assumptions that shape the approach to education for peace. These are: Ø Schools can be nurseries for peace; Ø Teachers can be social healers; Ø Education for peace can humanize education as a whole; Ø The skills and orientation of peace promote life-long excellence; and

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Ø Justice is integral to peace A plea is then made, to turn education for peace into a people’s movement. A few notes of caution are also struck. The enterprise of education must be cleansed of social and gender injustice; for what is tainted with injustice cannot be a vehicle of peace. Letting the minds of children the citizens of tomorrow—be warped by violence is a serious problem and it needs to be acknowledged and addressed with the seriousness and urgency it merits. Peace must be pursued with single-minded vigour and an undeviating sense of purpose. Education for peace, as a pioneering move, must be implemented with vision and determination. A casual or half-hearted attempt could trivialise it and aggravate cynicism about its efficacy. As stated, peace, as an integrative perspective for the school curriculum, is an idea whose time has come. The purpose of education goes beyond the propagation of knowledge. As Daniel Webster said, “Knowledge does not comprise all that is contained in the larger term of education. The feelings are to be disciplined. The passions are to be restrained. True and worthy motives are to be inspired….And pure morality is to be inculcated in all circumstances”. Education for peace is different from peace education. In the latter, peace is a subject in the syllabus. In the former, peace becomes the shaping vision of education. This implies a paradigm shift in the total transaction of education. Currently, the enterprise of education is driven by market forces. Education for peace is not antagonistic to the market, but it does not recognize the market as the purpose of education. The market is only a part of our life-world. Education for peace is education for life, and not merely training for a livelihood. Equipping individuals with the values, skills, and attitudes they need to be wholesome persons who live in harmony with others and as responsible citizens is the goal of education for peace. Historically, moral instruction and value education were the precursors of education for peace. They share much in common. Religion, according to the National Curriculum Framework for School Education (NCFSE)–2000, is a source of value generation. Values and attitudes are the building blocks of the culture of peace. What, then, is unique to education for peace? Why should we bother ourselves, or burden students, with a new perspective? Education for peace calls for a significant reduction, not an increase, in curriculum load. Peace embodies the joy of living. Learning, from the peace perspective, has to be a joyful experience. Joy is of the essence of life. Peace is not unrelated to pace. In today’s world, hurry and worry sour the joy of learning and undermine learning and the harmony of life. This is the stark reality to which the increasing incidence of suicide among students draws our attention. AN APPROACH TO EDUCATION FOR PEACE The peace opportunities latent in the curriculum are maximized when the school atmosphere is imbued with the values and attitudes of peace. Teacher–student interactions, lesson designs in textbooks, the pedagogic approach, and the total life of the school must all be oriented toward peace. The pedagogic strategy for education for peace presupposed in this paper is that of integration. Integration is the ideal, especially since peace is an integrative and all-embracing concept. The integrated approach is to be understood from two angles. At the broader level,

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integration occurs when all the activities of the school, curricular as well as co-curricular, are geared toward education for peace. At the classroom level, peace dimensions are woven into the contents of the lessons, which are treated also as a means of helping students to imbibe peace values. Here, emphasis is not merely on acquisition of knowledge but also on the process through which peace is achieved. The integrated approach has an edge over the “separate subject approach” from a number of points of view—psychological, motivational, and pedagogical. From the cognitive and developmental point of view, constructivist psychology has established that children construct knowledge holistically. When knowledge is embedded in appropriate contexts, it becomes more meaningful and enjoyable for the learner. In the integrated approach, the lessons and topics become the vehicles to convey peace messages in meaningful contexts. This approach not only makes the subject matter wholesome and situated but also motivates students to learn and to relate what they learn to their own settings. It provides contexts and connections to explore, think, reflect, and internalize positive dispositions. The integrated approach must be reflected in the totality of educational programmes in schools and must permeate the school curriculum and co-curriculum. Thus, every teacher becomes a peace educator. Teacher–student interactions, textbook lessons and the pedagogy for teaching them, and the school management and administrative staff must all be oriented to education for peace. Stage-Specific Approach The primary stage of education is the ideal time for laying the foundation of a peaceoriented personality. These years comprise the formative period in the lives of the students. At this stage, students are comparatively less burdened. The number of students who could be exposed to education for peace is at the maximum during this phase. Thereafter, students begin to drop out. Therefore, this is the stage at which focused attention should be paid to laying the foundation for a culture of peace through education. As the saying goes, “It is easier to build a child than it is to repair an adult.” The values that make up a peace-oriented personality include: hygiene both of the self and of the surroundings, respect for others and for elders, recognition of the dignity of labour, honesty, love, sharing and cooperation, tolerance, regularity, punctuality, responsibility, etc. All children are naturally loving and kind, but they are also imbued with the potential to be otherwise. Hence, the need to affirm and fortify what is constructive and to forestall violent tendencies. Education for peace for primary school children is about helping them enjoy and celebrate diversity, beauty, and harmony in nature. They must be encouraged to develop the skills it takes to be at home with others (especially the art of listening) and with nature (aesthetic sensitivity and a sense of responsibility). As children grow older and reach the middle school stage, they begin to grasp abstract thoughts. In a limited way they develop the capacity to think rationally and relationally about the various happenings in their surroundings. A crucial issue for children at this stage is that of relating to other children and their status in peer groups. Since, the school brings together children from multiple religious, cultural, and regional backgrounds, students need to be equipped with cognitive competence to understand the values underlying democracy,

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equality, justice, dignity, and human rights. They need to respond positively to cultural plurality and appreciate the importance of peaceful coexistence. CONCLUSION : For students, teachers are role-models. Therefore, teachers play a role, unwittingly, in propagating violence if they are not oriented to peace. As the saying goes, “What I teach is what I know and what I educate is what I am.” A teacher’s prime responsibility is to help students become good human beings, motivated to fulfill their true potential not only for their own benefit but also for the betterment of the society as a whole. It is for this reason that a teacher is compared to a gardener who plants seeds of knowledge and good values, waters them with care and kindness, and removes weeds of ignorance. Good teachers are models of peace values, such as, the art of listening, the humility to acknowledge and correct one’s mistakes, assuming responsibility for one’s actions, sharing concerns, and helping each other to solve problems transcending differences, even if they do not preach peace. A teacher who imposes “discipline” in the classroom only by intimidating children with blows and slaps is a role-model for violence as the sole problem-solving strategy. The teacher’s role in creating a positive climate in the classroom is of paramount importance. It is his/ her attitudes, values, and relationships that determine the nature of the classroom climate. A teacher who, from a peace perspective, can critically evaluate his/her attitudes, habitual modes of thinking, and approach to teaching what one teaches and what are the carry-over values of what is taught and how it is taught is an asset for education for peace. Children close their ears to advice and open their eyes to example. This is especially true in the Indian context where teachers are respected as the fountainheads of knowledge and wisdom. Students will learn peace values only if these are modeled by their teachers and elders. If there is a mismatch between what adults do and what they say, students will imitate what is done. Teachers need to be aware of the effect of their behaviour on students. For example, instead of exhorting students to “care for others’’, it is more effective to practice this value and let students construct their own understanding of it. REFERENCES · · ·

Johan Galtung, “Violence, Peace, and Peace Research,” Journal of Peace Research 6, no. 3 (1969): 167–91; Johan Galtung, “Violence and Peace,” in A Reader in Peace Studies, ed. Paul Smoker, Ruth Davies, and Barbara Munske (New York, Pergamon, 1990), 9–14; Johan Galtung, Peace by Peaceful Means: Peace and Conflict, Development and Civilization (London: Sage, 1996). Paulo Freire, Pedagogy of the Oppressed (New York: Seabury, 1970); Paulo Freire, Education for Critical Consciousness (New York: Seabury, 1973); Paulo Freire, Pedagogy of Hope (New York: Continuum, 2006).

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PROMOTING PEACE EDUCATION R. Aravind Kumar, Research Scholar, Department of Education, ANU & K. Suresh Kumar, Lecturer in Political Science, C.R. College, Ganapavaram Abstract : What is peace: Peace has always been among humanity's highest values--for some, supreme. Consider: "Peace at any price." "The most disadvantageous peace is better than the most just war."2 "Peace is more important than all justice." "I prefer the most unjust peace to the justest war that was ever waged."4 "There never was a good war or a bad peace."5 Yet, we agree little on what is peace. Perhaps the most popular (Western) view is as an absence of dissension, violence, or war, a meaning found in the New Testament and possibly an original meaning of the Greek word for peace, Irene. Pacifists have adopted this interpretation, for to them all violence is bad. This meaning is widely accepted among irenologists6 and students of international relations. It is the primary dictionary definition. Peace, however, is also seen as concord, or harmony and tranquility. It is viewed as peace of mind or serenity, especially in the East. It is defined as a state of law or civil government, a state of justice or goodness, a balance or equilibrium of Powers. What is education: Education is a process of systematic institutionalized transmission of knowledge and skills, as well as of basic values and norms that are accepted in a certain society. What is peace education: 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. Peace education could also be defined as an interdisciplinary area of education whose goal is institutionalized and noninstitutionalized teaching about peace and for peace. James Page suggests peace education be thought of as "encouraging a commitment to peace as a settled disposition and enhancing the confidence of the individual as an individual agent of peace; as informing the student on the consequences of war and social injustice; as informing the student on the value of peaceful and just social structures and working to uphold or develop such social structures; as encouraging the student to love the world and to imagine a peaceful future; and as caring for the student and encouraging the student to care for others. Johan Galtung suggested in 1975 that no theory for peace education existed and that there was clearly an urgent need for such theory. Peace education as...

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Conflict resolution training: Peace education programs centered on conflict resolution typically focus on the social-behavioural symptoms of conflict, training individuals to resolve inter-personal disputes through techniques of negotiation and (peer) mediation. Learning to manage anger, “fight fair” and improve communication through skills such as listening, turntaking, identifying needs, and separating facts from emotions, constitute the main elements of these programs. Participants are also encouraged to take responsibility for their actions and to brainstorm together on compromises. In general, approaches of this type aim to “alter beliefs, attitudes, and behaviours…from negative to positive attitudes toward conflict as a basis for preventing violence” (Van Slyck, Stern and Elbedour, 1999, emphasis added).[15] There are various styles or approaches in conflict resolution training (ADR, Verbal Aikido, NVC) that can give the practitionner the means to accept the conflictual situation and orient it towards a peaceful resolution. As one peer mediation coordinator put it: “Conflict is very natural and normal, but you can’t go through your entire life beating everybody up—you have to learn different ways to resolve conflict” Democracy education Peace education programs centered on democracy education typically focus on the political processes associated with conflict, and postulate that with an increase in democratic participation the likelihood of societies resolving conflict through violence and war decreases. At the same time, “a democratic society needs the commitment of citizens who accept the inevitability of conflict as well as the necessity for tolerance” (U.S. Department of State, The Culture of Democracy, emphasis added). Thus programs of this kind attempt to foster a conflict-positive orientation in the community by training students to view conflict as a platform for creativity and growth. Approaches of this type train participants in the skills of critical thinking, debate and coalition-building, and promote the values of freedom of speech, individuality, tolerance of diversity, compromise and conscientious objection. Their aim is to produce “responsible citizens” who will hold their governments accountable to the standards of peace, primarily through adversarial processes. Activities are structured to have students “assume the role of the citizen that chooses, makes decisions, takes positions, argues positions and respects the opinions of others”: skills that a multi-party democracy are based upon. Based on the assumption that democracy decreases the likelihood of violence and war, it is assumed that these are the same skills necessary for creating a culture of peace. Human rights education: Peace education programs centered on raising awareness of human rights typically focus at the level of policies that humanity ought to adopt in order to move closer to a peaceful global community. The aim is to engender a commitment among participants to a vision of structural peace in which all individual members of the human race can exercise their personal freedoms and be legally protected from violence, oppression and indignity. Approaches of this type familiarize participants with the international covenants and declarations of the United Nations system; train students to recognize violations of the Universal Declaration of Human Rights; and promote tolerance, solidarity, autonomy and self-affirmation at the individual and collective levels. Human rights education “faces continual elaboration, a significant theory-practice gap and frequent challenge as to its validity”.[20] In one practitioner’s view:

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“Human rights education does not work in communities fraught with conflict unless it is part of a comprehensive approach… In fact, such education can be counterproductive and lead to greater conflict if people become aware of rights which are not realized. In this respect, human rights education can increase the potential for conflict" To prevent these outcomes, many such programs are now being combined with aspects of conflict resolution and democracy education schools of thought, along with training in nonviolent action. Worldview transformation: New approaches to peace education are starting from insights gleaned from psychology which recognize the developmental nature of human psychosocial dispositions. Essentially, while conflict-promoting attitudes and behaviours are characteristic of earlier phases of human development, unity-promoting attitudes and behaviours emerge in later phases of healthy development. H.B. Danesh (2002a, 2002b, 2004, 2005, 2007, 2008a, 2008b)[23] proposes an "Integrative Theory of Peace" in which peace is understood as a psychosocial, political, moral and spiritual reality. Peace education, he says, must focus on the healthy development and maturation of human consciousness through assisting people to examine and transform their worldviews. Worldviews are defined as the subconscious lens (acquired through cultural, family, historical, religious and societal influences) through which people perceive four key issues: 1) the nature of reality, 2) human nature, 3) the purpose of existence, 4) the principles governing appropriate human relationships. Surveying a mass of material, Danesh argues that the majority of people and societies in the world hold conflictbased worldviews, which express themselves in conflicted intrapersonal, interpersonal, intergroup, and international relationships. He subdivides conflict-based worldviews into two main categories which he correlates to phases of human development: the Survival-Based Worldview and the Identity-Based Worldview. It is through the acquisition of a more integrative, Unity-Based Worldview that human capacity to mitigate conflict, create unity in the context of diversity, and establish sustainable cultures of peace, is increased - be it in the home, at school, at work, or in the international community. Importance of peace education: Since the early decades of the 20th century, “peace education” programs around the world have represented a spectrum of focal themes, including anti-nuclearism, international understanding, environmental responsibility, communication skills, nonviolence, conflict resolution techniques, democracy, human rights awareness, tolerance of diversity, coexistence and gender equality, among others. Some have also addressed spiritual dimensions of inner harmony, or synthesized a number of the foregoing issues into programs on world citizenship. While academic discourse on the subject has increasingly recognized the need for a broader, more holistic approach to peace education, a review of field-based projects reveals that three variations of peace education are most common: conflict resolution training, democracy education, and human rights education. New approaches are emerging and calling into question some of theoretical foundations of the models just mentioned. The most significant of these new approaches focuses on peace education as a process of worldview transformation.

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As an integrated human society, we need to acknowledge our differences but to look past them and find common ground with the entire world’s people. In this critical situation, it should be our paramount priority to understand how to minimize, prevent, or eliminate violence. Furthermore, if we wish to concentrate on peace, we must learn how to suspend ourselves in the present and focus on the future we ultimately wish to work on together. The current consensus among peace theorists is that peace is not a state of being to be found somewhere in the future or at any time, but a reference to processes and qualities regarding our relationships with self and others, manifesting themselves in perception, reaction, affection, and action. Therefore, the importance of peace education at the school level is unequivocal for the cultivation of a safe and prospering future for the world. Peace education in classrooms aims at equipping students with necessary knowledge and attitudes through respectful, tolerant, participatory, and cooperative techniques and methods (Deveci, Yilmaz, Kardag, 2008). Through peace education, students are encouraged to shoulder their own responsibilities. So, peace education should be regarded as an opportunity to improve the social well-being and responsibilities of teachers, students and all human community. It starts with an honest willingness to engage teachers and educators in the learning process, which is an essential and powerful way to transform their selves individually and collectively. It fosters real self-learning and breaks up cultural generalizations (stereotypes) that fossilize our own perspectives, beliefs, and assumptions. Suggestions: ·

Peace education should be included in the school curriculum from the early child hood education, focusing at primary level.

·

Having an annual event, like a poetry recitation, a musical, or other performance, choose “Peace” as the theme every so often. Challenge the children to find stories, poems, and songs about peace. They may also want to draw or paint pictures of “peace” and what it means to them. Again, much insight can be gained by looking into their responses.

·

Peace education can vary by age; older children will naturally be able to get into the history of peace and conflict by studying different countries and cultures. They can participate at a higher level by researching and writing about peace and peace education.

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Have children participate in the care of their environment, showing respect for the materials, pets, plants, and other children.

·

When studying geography, history, and other cultures, emphasize respect for the diversity of traditions and customs found around the world.

Conclusion: To establish peace education, it is necessary to accept the principles of uniqueness in diversity and to establish the social norms of respect, dignity, and the rights of every individual. Peace education can help students acquire skills for nonviolent conflict resolution and responsible action in the society for the promotion of the values of peace.Peace education

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focuses both on education about peace and education for peace while addressing the knowledge, values, skills and behaviors needed to nurture a peace culture.

REFERENCE: 1. http://www.blog.montessoriforeveryone.com/promoting-peace.html 2. ALLPORT, GORDON. 1979. The Nature of Prejudice, unabridged 25th edition. Reading, MA: Perseus Books. 3. Apple, M. 1969. Ideology and curriculum. New York: Routledge. 4. Bohm, D. 1996. On dialogue. New York: Routledge. 5. Boulding, E. 1988. Building a global civic culture: Education for an interdependent world. New York: Teachers College Press.

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PEACE EDUCATION AND CONFLICT ANALYSIS Dr. I. Victoria Susan, Assist Prof. Dept of Education, ANU & N. Veera Vasantha Kumari, Research Scholar, Dept of Education, ANU

Introduction: There have been numerous efforts towards the prevention of conflict, which undoubtedly destroys the existing peace. Over the past 45 years, important work has been done aimed at the promotion of peace. Needless to say, the escalation of global conflict is rooted in diversity, which may be looked at in terms of economics, culture, politics, ethnicity, nationality, religion and gender among others. It is because of this diversity that there is a tendency for members of one group not to tolerate the views and actions of others. This leads to a fight for dominance, the result of which is conflict and the consequential breakdown of peace. The solution to this kind of intolerance is educating people how to be peacemakers as well as peacekeepers. Through this focal point, therefore can we foster the promotion of tolerance? 2.0

PEACE, TOLERANCE AND PEACE EDUCATION

Peace is a broad concept with practical and spiritual connotations. It can imply a state of inner calm or end of conflict. “Peace is what you think it is (or want it to be)”. Peace has been understood to mean the absence of conflict or violence and conversely as the presence of states of mind and of society such as harmony, accord, security and understanding. Webster defines peace as, “a state of quiet or tranquility; freedom from disturbance or agitation, calm repose”. From the above definitions it can be agreed that in the absence of elements such as tolerance, understanding, empathy, cooperation and respect for the difference in others, there cannot be peace. Thus in order to understand better how to achieve peace on a global level marked by the absence of violent conflicts or wars between nations, states and communities, it is important for us to examine what personal attitudes, values and knowledge provide the basis for working towards peace making. While most people prefer to live and work in peaceful situations, few have examined situations in order to identify the elements that foster peaceful learning laving and harmony and whether it is possible to have global peace if we do not reflect personally on how peace is achieved in our daily lives.

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2.2

TOLERANCE

Tolerance is the main keys to building and maintaining civil society. It gains particular importance in the present day would filled with diversity in populations that has led to conflict at difference levels. A tolerant society must be one in which diverse groups created by marks of affiliation and cohesion may maintain their identities while at the same time sharing in the larger natural or regional unity. Tolerance has been defined as “the capacity for a practice of recognizing and respecting beliefs of practices of others” (American Heritage Dictionary; 3 rd Edition; 1992). Thus, tolerance can be viewed from a personal and social level. Acts of intolerance may however pass unnoticed except through self re-examination where one’s values and prejudices may be isolated. Government efforts at legislation for the protection of rights of individuals and groups may go along way to foster tolerance in a diverse society. The continued breakdown of peaceful relations through ethnic violence, religions, tensions, economic superiority and the desire to become superpowers calls for an integrated approach to the issue of diversity. 2.3.

PEACE EDUCATION

Peace education is an essential component of quality basic education. It is concerned with helping learners to develop an awareness of the process and skills that are necessary for achieving understanding, tolerance and goodwill in the world today. Peace education is concerned with helping learners to develop and awareness of the process and skills that are necessary for achieving understanding, tolerance and goodwill in the world today. Education for peace means; (a)

Examining and discussing our values and attitudes towards diversity, cultural differences, tolerance and human dignity and directing our efforts towards achieving fundamental changes within societies.

(b)

Developing language and social interaction skills to promote peaceful relations among people, among nations and between human beings and the natural environment.

(c)

Learning to solve problems and to think critically regarding issues of conflict and violence. Peace education should be a participatory process which aims at changing society’s way of thinking and which promotes learning of peace. Education should be put on issues that may lead to conflict well such as gender studies, speaking the language of non-violence and creation of proper international relations.

The Need for Peace Education Humanity faces challenges of unprecedented proportions such as the continued development of weapons of mass destruction, conflicts between states and ethnic groups, the spread of racism, community violence, the huge widening gap between the rich and the poor

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throughout the globalised economy, massive violation of human rights and the degradation of the environment. These issues are a stumbling block to the attainment of world order. In order to tackle these complex and interwoven problems, there is need to make the preventive measures and solutions to these problems deeply routed in the minds of the populations. This justifies the need for peace education, which should focus on human security and how to live in a world infested with diversity. Besides, the fact that what culminate into global conflicts originate at community level in a particular nation and the subsequent appeal to the notion of state sovereignty especially where the conflict involves the military, has posed great problems. The UN charter I Article 2(iii) contains the clause on state sovereignty, which restricts the situation in which domestic affairs of a nation can be questioned. The campaigns for peace education at community level can therefore better serve as an ultimate solution where international intervention cannot be a reality. This is because the methodology of peace education encourages critical thinking and prepares learners to act on their convictions. Thus the main reason for educating for peace and the following: (a)

To make learners aware of the basis of conflict in their daily lives;

(b)

To use classroom as a microcosm of a just world order, in which the global values of positive inter dependence, social justice and participation in decision making processes are learned and practiced; and

(c)

To prepare students to become good citizens with skills to promote peace and human dignity at all levels of interaction.

Network for Peace-Building Initiatives (NPI)’s focus for peace education has two goals first: 1. To build public awareness and political support for introduction of peace education into all spheres of education including non-formal education, in all schools throughout the country, 2. To promote the education of all teachers, civic leaders and partners to teach and advocate for peace. We need peace education for ourselves, our relationship with other human beings to promote respect for oneself and respect for others on individual level as a prerequisite for the prevention of violence and conflict at society level and to raise people’s consciousness about their rights whilst promoting international understanding between the people of different worlds. Also NPI believes, peace education helps increase people’s awareness about the mechanisms that enhance a culture of peace and helps to empower and strengthen people’s rights as well as promote their confidence. It should be remembered that, social phenomenon are made up of interconnected elements and can be defined in two ways; (i)

The fusion of human beings with the environment in which they are brought upthe process by which societies take form.

(ii)

The individuals’ comprehension is shaped by group comprehension thus the adult becomes the child of society.

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Peace education should thus seek to transmit such relevant information and other methods of peaceful conflict resolutions, training and non violent means of setting differences in the family, at school or the work place and in other common place settings, thus creating a commitment to similar behavior on a larger national and international level and this underpins NPI’s peace education philosophy. FOSTERING PEACE EDUCATION Implementing peace education can be achieved in the following ways: Using topics that raise issues related to peace and cultural understanding in our classrooms. This helps teachers to accord students the basic information to help them develop positive attitudes and values related to peaceful living; and (a) Engaging in activities that encourage cooperation, consensus building and reflective listening gives students skills they need to meet and resolve conflicts NPI believes confronting issues and problems related to the topics related to conflicts will undoubtedly provide opportunities for pupils and students to develop conflict solving and critical thinking skills alongside language skills to express themselves clearly and convincingly. At the center point of all this, is the desire to make learners negate their inbuilt biases against other groups. Peace education as a key to tolerance: NPI believes in the promotion of tolerance through peace education, the following themes serve as important guidelines. Conflict Analysis Analyzing conflict involves examining the situations for the causes of conflict or misunderstanding. Through this, pupils, students and communities can develop a vocabulary that is needed to discuss the concept of peace and conflict and to deepen their understanding of these issues. As they explore the concepts of peace, they discuss their own attitudes and values; they improve their social interaction skills as well as their language skills. Conflict, it is agreed, is a negative force that we should try to resolve in order to achieve more positive states such as harmony, understanding and peace in our lives. Nevertheless, conflict exists at all levels of social interaction, from personal inner conflict to global wars and international violence. We cannot avoid conflict but we can find ways to deal with it that will reduce its impact on our lives and even exploit positive effects related to conflict situations. For example, examining a situation and our response to it. If positive it may allow for more peaceful living and tolerance. Clarifying the elements within a situation that are sources of conflict is an important first step in resolving the conflict. The most common categories of conflict are those of resources, needs and values or goals the issues that initiate conflict are the basic of community, national and international conflicts that do often escalate to wars. Because of each groups desire to have dominance over certain resources or to project its social, political or cultural groups, the temptation not to tolerate those that do not ascribe to their desires is so

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often great. Thus through peace education, NPI hopes to achieve means by which groups with divergent aspirations may live together. Conflict Resolutions Because conflict is a natural part of our daily lives and thus unavoidable, when viewed in a positive light, it allows us to examine the status quo and engage in creative problem solving. We can use conflict situation to grow personally and to become more reflective. In addition, conflict situations creatively handled allow us to effect personal organizational and societal change. The world needs more people with peacemaking skills. The beneficiaries of peace education should be the ones able to examine conflict situations for better understanding, practice conflict resolution techniques and be better prepared to be effective peacemakers. Therefore, the theme of conflict resolution in peace education presents the opportunity to acquire peace-making skills for dealing with conflict in our personal lives and make us aware of the processes of peace making at national and international levels. NPI believes that the necessary skills for the smooth management of conflict are analysis (determining conflict), idealation (developing alternative solutions), strategy, (gaining a working knowledge of conflict resolution techniques and risk taking). Conflict resolution should through peace education be geared towards the de-escalation of the conflict using appropriate methods. Speaking the language of Non-Violence The language of non-violence involves developing effective communication skills in order to carry out positive interactions in everyday social situations as well as conflict situations. It involves an understanding of pro-social behavior such as cooperation, collaboration, affirming others and oppressing feelings clearly in such a way that do not accuse others in other words, speaking the language of peace. At the student level, experiences in cooperative learning, conflict resolution, structured controversy and mediation will be identified as the of any comprehensive effort to create peace. The following list is a selection of the most common pro-social behaviors and common skills that have been identified by peace educators for instruction and practice and which NPI intends to further study and design to suit local situations by incorporating socialcultural requirements. (a)

Speaking for purpose

(b)

Listening attentively and reflectively

(c)

Promoting self-esteem, dignity for oneself and respect for feelings and rights of others.

(d)

Speaking about oneself instead of the other person

(e)

Speaking with positive emotional expressions

(f)

Understanding possible barriers to effective communication and how to diffuse them.

Teaching the language to students at a personal level is intended to equip them with skills that they can use to cross barriers of ethnicity, nationality, religion and other in-built prejudices.

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Cross cultural understanding : Developing cross-cultural understanding provides knowledge necessary to enhance awareness of cultural patterns among different cultures. Network for Peace –Building Initiatives (NPI) understands that being aware of the disparities that exist between cultures and knowing how to act when faced with puzzling cross-cultural differences are important skills for harmonious intercultural relations. Research shows that we can examine all cultures by using a basic taxonomy of cultural behavior, which allows us to see the difference, and similarities that exist between cultures. Culture, in which each of us lives influences and shapes on feelings, attitudes and responses to our experiences and interaction with others. Because of the culture, each of us has knowledge, beliefs, values, views and behavior that we share with others who have the same cultural heritage. These past experiences handed down from generation to generation influence our values of what is attractive and what is not, what is acceptable behaviour and what is not. Because each culture has a unique way of approaching these situations, we find great diversity therefore this will provide students with knowledge and skills for more effective communication in inter cultural situations. Furthermore, the knowledge of cultural differences and self knowledge of how we usually respond to those differences can make us aware of hidden prejudices and stereo types that are barriers to tolerance, understanding and good communication. Developing Empathy: Empathy has been defined as “the mental identification of the ego with the character and experiences of another” Emphatic communication connotes extending oneself into another person’s space in order to see things from the viewpoint of that person. In cross-cultural situations, empathy would require adjusting to the cultural as well as individual identities of others. Students can undertake awareness of empathy and to use language skills to send appropriate messages that communicate shared understanding of others through role taking tasks. Unlike sympathy, which carries the connotation of pity, and sufferer, the supporter social roles empathy assumes the equality between two people or groups from different cultural backgrounds. Practicing empathy is a psychologically and emotionally demanding interpersonal skill but one that is necessary for effective communication. Approaches to peace education: A survey on peace education by UNICEF illustrates high responsiveness to local circumstances and lack of universality of a single approach. Education for peace need take place within and (without of schools) and should combine elements for both. World over, the peace education field is still evolving and many of the programmes incorporate negative and positive peace components mixing for example discussions about values and rights connected to peace with the identification of factors that can lead to violence. Many educationists emphasize the need to bolster optimism and empowerment in children. In too many cases, children’s hopes and fears are put at a severe discount with a failure to address their concerns responsibly and in empowering ways. A central aim of NPI is to foster learning environments likely to enhance outcomes that actually benefit young

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people and empower them to change their situations. Implicit in this is that, should this occur, young people would steer. Peace education can be taught as an explicit course or by use of modules such as a peace education package or by infusion into existing courses to create dimensions across the curriculum thus incorporating skills (empathy, cooperation) and attitudes (a commitment to justice, respect for others and oneself) with knowledge (about conflict, peace and power). Some educators have noted that the pedagogical approaches of teachers do not promote values relating to peace and non-violence. Authoritarian instruction is a form of domination moreover, teaching about ‘how they’ think and act not how ‘i’ think and act… denigrates the students’ own lives and experiences. It is on this pretext that NPI is bent on an a combination of all inclusive peace education programmes Peace education as a formal subject must be said has arisen primarily in the western world and the developing world is in pursuit. This hardly means that peace education was cultivated only in the west, but it does mean that the mainstream peace education field has cultivated assumptions that are grounded in western traditions, examples being, peace education approaches centering on school children and yet in poor African (Ugandan) settings, children drop out of school often in the early formal education process. Further, classrooms may not be as authoritarian as work environments that dropouts face. Teachers who are the very heart of the education process are poorly trained and remunerated and the resources poor countries like Uganda combined to the already limited opportunists make it practically impossible or increasingly difficult. In Uganda, like in many African countries examination results are used to gauge educational quality hence any expansion of subjects (to include peace education), revision of existing curricula (to instill peace education themes, values and concepts into existing subjects) or reforms in pedagogy (to change the way of teaching) might not only call for increased investment levels that are unattainable and unavailable but directly conflict with existing educational priorities. Decreasing classroom periods reserved for exam subjects even though in the cause of peace education could cause some educators, students and some sections of parents considerable concern. NPI policy is to carry out strategic research and needs assessments to support best choice of strategy to be applied. This is in view of some selected peace education programmes already in place in many areas around the world supported by our peace partners, taking many different forms in the humanitarian and development worlds. Lessons from the UNESCO trans displinary project for a culture of peace and adopted by the UN General Assembly (13th September 1999), UNICEF’s peace education programme, the Norwegian Refugee Council (NRC), UNHCR peace education and Youth peace training manual developed by ALL Africa Conference of Churches (AACC) and the Education for All (EFA) Dakar Framework of Action among others. PEACE EDUCATION WITHIN SCHOOLS: NPI’s focus on school based instruction of peace programmes inclines on activities geared to changing school environment towards production of peace materials, empowering teaching staff, curriculum change and carrying out all the necessary peace education research to determine the best way forward.

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NPI aim is make peace education most effective through researching, designing, modeling and developing of peace and promotion of community participation for peace programmes. Through its advocacy arm it intends to improve the learning environment to a microcosm of the more peaceful and just society. The consistency between the curriculum, personnel and education setting is paramount to education for peace. Training of trainers, administrators and communities is vital. Evaluation of peace manuals developed in other countries on themes like communication, cooperation and problem solving will be studied and if possible tailored to local circumstances with the fully researched data suiting the different settings in the country. The UNICEF, “Children working for Peace” pack of teaching materials will be one of the examples employed. NPI intends to further document various stories, poems on peace themes through the use of drama, sport and physical education for advancement of peace skills and attitudes. Promotion of community service facilitated by schools could be used to build corporation between schools and societies. Teacher education in peace matters will be carried with the help of volunteers, development workers and other personnel relevant to NPI cause. Peace articles of schools are vital for continuing and re-emphasizes the agenda for peace. NPI will carry out workshops, seminars, youth camps, recreational activities, youth clubs and groups to advance the theme of peace. Workshops for parent, community leaders, media training, voice of the young, use of travelling theatre as well as production of peace newsletter will be vital for out of school dissemination of peace facts. NPI further intends to intensify promotion of peace education out of school by use of banners, car stickers and posters in vital and strategic places like bars, health and trading centers as well as use of bill board publicity. Peace campaigns, international peace day celebrations, contests and exhibitions as well as increase peace components in the traditional cultural programmes. CONCLUSION: In spite of its tremendous growth in the twentieth century, peace education has not really taken hold in school systems around the world. A few countries have used United Nations mandates to stimulate formal school-based peace education activities. Most countries have ignored them. Some countries like the Philippines and Uganda have mandated peace education in the public schools but lack resources for training teachers in the various complexities of this new subject. In most countries, peace education is carried out informally in community settings and through national peace organizations, such as the large rallies held by Peace Now in Israel that attempt to garner citizen support for a less violent solution to the Palestinian-Israeli crisis than that being employed by the Israeli government. Local groups throughout the world, horrified by violence in their communities, attempt to convince their fellow citizens to oppose the violent policies of militaristic governments. This is by far the most widespread use of peace education at the beginning of the new millennium. Formal school systems have largely ignored the educational insights provided by peace activist educators, mostly because of cultural and economic pressures to ramp up their curricula to include more math and science so that school graduates can compete in a high

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tech global economy. Peace education in most countries is seen as “soft” and not embraced by frightened citizens who fear imaginary or real enemies. The threat of terrorism that grew from the end of the twenty century has made it hard for peace educators to convince school authorities to support efforts that contradict government peace through strength policies promoted to provide security for the citizens of that country. Furthermore, it is only recently that peace educators are starting to unify around a common curriculum for peace education that would include its historic roots in international education as well as modern conventions for human rights, the feminist orientation on violence in interpersonal relations, a concern for the problems of structural violence, an emphasis upon building a culture of peace, and an urgency to address environmental issues—insights that were provided during the previous “bloodiest century” (Harris and Morrison, 2003). Peace educators no longer solely concern themselves with interstate rivalry but also study ways to resolve intra-state violence and the chaos that comes from identity and religious based conflicts. They have added to their tool boxes conflict resolution, forgiveness, and violence prevention skills—practical teachings that counterbalance the geopolitical approaches taken by political scientists concerned with wars between nations. The foundation for a new discipline has been built, leaving future peace educators to figure out how to erect a mighty peace palace. REFERENCE: 1. De Ruyter, D. (2001) Fundamentalist Education: A Critical Analysis, Religious Education, 96(2): 193-210. 2. Galtung, J. (1996) Peace by Peaceful Means: Peace and Conflict, Development and Civilization. London: Sage. 3. Gorard, S. and Smith, E. (2004) An International Comparison of Equity in Education Systems, Comparative Education, 40(1): 15-28 4. Slaymaker, T., Christiansen, K., & Hemming, I. (2005) Community-based approaches and service delivery: Issues and options in difficult environments and partnerships. London: Overseas Development Institute.

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SIGNIFICANCE OF PEACE AMONG INDIVIDUAL AND YOUNG MINDS Kiran Babu. Polanki, M.Ed. Student, Department of Education, A.N.U. & Donekham Xaythiraj, M.Ed. Student, Department of Education, A.N.U

INTRODUCTION: Peace is a global concept and every individual has to be fill with peace for both physical and mental health. it is also a value to be cherished by every individual starting from birth till death. We can find peace in everywhere in our environment, but we cannot find peace in individual, because there is no peace in you .When you find peace in you, it helps to find in others also . Peace is a state of mind. This is beautifully expressed in the Preamble to the UNESCO Constitution: "Since wars begin in the minds of men, it is in the minds of men that the defence of peace must be constructed”. Our former President APJ Abdul Kalam linked nation's prosperity with peace. He perceived the message received from a Buddhist monk in a statement, If you want peace, remove ’I ‘and ‘Me’ you remove Ego. When you remove Ego, you remove hatred. When you remove this hatred you have Peace. Peace as to nurtured in the family first, both by mother and father, the solace enjoyed by the child leads to tranquillity which is not destructible that easily, the peace enjoyed at home should be nurtured again at school .Thus peace education became a goal of education . Peace education is helping to establish quality child-friendly learning environments that are rights-based, gender-sensitive, healthy and safe for children, protective of them and successful in helping them to learn. From peace-minded quality education come learners who have acquired literacy, numeracy, and important life skills such as critical thinking, decisionmaking, communication, negotiation, conflict resolution, coping, and self-management which can be applied to specific contexts including peace building, violence prevention, hygiene and sanitation, health and nutrition practices, HIV/AIDS prevention, and environmental protection. Through peace-minded quality education, children and young people are empowered to participate in bringing about constructive change, both locally and globally. It is UNICEF’s position that peace education has a place in all societies — not only in countries undergoing armed conflict or emergencies. Because lasting behaviour change in children and adults only occurs over time, effective peace education is necessarily a longterm process, not a short-term intervention. While often based in schools and other learning environments, peace education should ideally involve the entire community.

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Practical Steps to Build Peace Culture in Schools : At first peace Education aimed at eliminating wars, but it currently addresses building a culture of peace through the educational system schools. It aims at the model environment where peaceful and respectful behaviour among students, teachers and administration is learned and the principles of equality and non-discrimination are demonstrated in administrative policies and practices. School should create a climate in which especially the children feel safe, and respected; it should protect their rights and teach them how to handle conflict in ways that respect the rights and dignity of all involved. It should also integrate the following concepts of understanding of peace, human rights, social justice and global issues through Practicing peace' can be promoted through classroom activities that encourage selfesteem, trust, cooperation, empathy, assertiveness and an appreciation of differences and diversities. The following are the practical steps to build peace culture in schools: Meta-cognition and Thinking dispositions: Meta-cognition involves the understanding about how to talk, describe and improve thinking and learning; it will also help learners to become independent and self-directed. Self-questioning, self-correction and evaluating the quality of arguments involves the learners reflecting upon how they organize their thinking. Meta-cognition involves learning how to assess whether one has learnt and what one has learnt and being aware of strategies that improve thinking and learning. As we saw before, those teaching methods can be practically taught to the students but after that teacher should use Meta cognition technique in the following way. When they are developing the plan of action, they should be made to ask themselves: Ø How my prior knowledge will help me with this particular task? Ø In what direction do I want my thinking to take me? Ø What should I do first? Ø How much time do I have to complete the task? when they are maintaining monitoring the plan of action they should be made to ask them selves Ø How am I doing? Ø Am I on the right track? Ø How should I proceed? Ø What information is important to remember? Ø Should I move in a different direction? Ø Should l adjust the pace depending on the difficulty? Ø What do I need to do if I do not understand? -When they are evaluating the plan of action they should be made to ask themselves: Ø How well did I do? Ø My particular course of thinking produce more or less than I had expected?

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Ø What could I have done differently? Ø How might I apply this line of thinking to other problems? Ø Do I need to go back through the task to fill in any "blanks" in my understanding? The Thinking through Dispositions approach to encourage students to consistently aims deepen their understandings make key thinking that will think of topics they are studying. When we implement living disposition, it is to deal successfully with the complexities of accept and working in the present and future world. Learners need to and value differences based on culture, race, gender, disability appearance. Respecting others and their viewpoints, acknowledging different perspectives, listening carefully and attentively, being willing to share being prepared to canvass areas of disagreement in working and learning together are displayed in thinking disposition. Learner need to develop thinking dispositions that will enable them to be empathetic, fairminded, and caring about themselves, others, and the environment. In choosing the Meta Cognition technique, teachers should evaluate themselves with the following questions: · · · · · ·

Is the technique realistic? Is this technique targeted to the developmental level of the student? Is there a good fit between the Meta cognition technique and the reality it is representing? Is there more than one solution to the problem/challenge posed? Are the activities designed to encourage students to enhance the activity through their own ideas? Does this technique provide any "hands-on' so that students become participants, not just listeners or observers?

The classroom as a Peaceful Community: For this, teachers should first create an atmosphere of belonging and acceptance. They can build up this spirit of camaraderie through a wholeclass project, such as a bulletin board display (T am a Peacemaker when Schools can conduct Peace Seminars. There may be peace slogans, messages related to peace, unity, and love. Teachers can plan to use audio- visuals, documentaries showing the pain and loss of lives caused by religious hate. Peace Walks, where banners can be made by the children could be carried in public, will promote feeling of oneness These walks will also bring them closer to each other and create an environment of friendship among different sects, There can be speech competitions, a Peace quiz and fieldtrips for students and centres working on peace and inter- teachers to visit the faith harmony. Language Arts Activities: Children can be encouraged to write essays on A Peacemaker in Our Community', I feel peaceful when. etc. They can start by reading about famous peacemakers in history, such as Martin Luther King, Mahatma Gandhi, or Nobel Peace Prize winners. Children may also be asked to write peace poetry, beginning with the theme" What Peace Means to Me." Schools can set aside one day for performing acts of kindness, or observing others engaged in such activities.

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These experiences can provide a theme for peace poetry. Trust Building Activities: Trust is a core psychological and interpersonal issue. Trust building activities can break down barriers and build deep feelings of trust and reliance between individuals and within small groups. For example, many trust building activities involve people being blindfolded and guided by others. It is vital demonstrate and actively encourage a high level of care and responsibility towards people in these exercises who take the risk of trusting. It is not OK to have a blindfolded and trusting person walk into a wall or low bench. Attention should be also paid to background of specific groups and consideration needs to be given to variety of individual responses which can emerge. Group members should already have come to accept each other and demonstrated individual responsibility before tackling trust building activities. Hence, before introducing trust building activity, icebreakers and get-to-know-you activities could be done. Trust building activities help people to develop mutual respect, openness understanding, and empathy, communication and teamwork skills. Morning Meeting: Morning meeting, a 20-30 minute daily routine may be used to begin the school day in all schools and classrooms. Values are to be reinforced throughout the year through "The Morning Show," or the kick-off assembly, as well as morning Thoughtful pieces are to announcements anonymously shared during morning announcements. The monthly good citizen awards can be introduced in the morning meeting, as a good reinforcement to kindle the human values and sensitizing towards duties and responsibilities among children. Celebrate One Day in Peace. One Day in Peace began in 2000 and is celebrated on January 1" as a day of peace and sharing throughout the world. School management should celebrate this day regularly to bring universal values and respect. Peace Week: Teachers can integrate Peace Education by organizing Peace Week in the school setting. Peace Week activities can promote peace and recognize the efforts of those who strive to provide a safer and more peaceful school environment. During Peace Week children can be asked to organize an exhibition about peace. Children can compose songs about peace and prepare posters, paintings, mural tee-shirt designs, and decorated plates and coffee mugs which offer many possibilities for peace-related artwork so that students can learn how to tolerate and accept others, to share, cooperate, and live in peace ,learn kindness, care, and concern for others, as well as how to settle differences without violence. Celebrations around the World: A Multicultural Handbook describing activities for each month of the year regarding celebrations, festivals, or religious holidays observed by countries and culture scan be provided to each child. This unique celebration of the commonalities and differences between school days in different countries will enrich knowledge and delight imagination as children share in the experiences of their peers around the world. School Library: A collection of books, stories and poems about peace would be helpful in bringing peace among teachers and children Books are a wonderful way to bond

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interpersonally when shared together and to explore concepts of peace making that aren't readily available in everyday life. The following books can be helpful in illustrating the abstract concepts of peace within the context of Peace for Me, Peace for Us, Peace for Everyone, and Peace for the Planet. Displaying Peace Mottos: Having peace mottos displayed in the school campus, classrooms, corridors, and garden acclimatize children to peace attitudes and values. Gradually they will begin to appreciate such life guiding moral sayings. They may remember such sayings throughout their lives. The school hall can be given names of values e.g. Hall of Compassion, Hall of Joy. Such type of constant exposures to peace thoughts helps internalize such values. Integration is a phenomenon linking significant concepts. The ultimate education is to inculcate a behaviour which should always be in the desired direction. Any individual can grow only when there is in his personality. The dynamic organization of the physical peace psychological systems of any individual will be at his prime only when it is propelled by internal peace. The satisfaction, assurance and guidance enjoyed by the learner in the school will keep him at peace. The content delivered in the curriculum through oral, auditor symbolic, semantic and behavioural means should ultimately cause peace. Hence Peace Education is not a separate issue, but it should be interwoven, interlinked and inter- phased within the curriculum. Therace of curriculum will be efficiently finished only if it is energized by peace, causing integration between the present curriculum and Peace Education. The methods, the practice, the evaluation, the classroom climate, the discussions, happenings inside the classroom, inside the laboratory, on the play field, in the library and all that which includes the educational environment and educational process serve as catalysts for the process of integration between Peace Education and curriculum.

CONCLUSION: Through peace minded quality education ,children and individual are empowered to participate in bringing about constructive change ,both locally and globally . The Peace School mission is to help people of all ages practice peace in everyday life. By attaining peace in mind, body and spirit, we create the foundation for a broader peace in our families, schools, communities, nations and world. Our unique blend of meditation, exercise and peace breathing help us achieve this. Public events such as Peace Day also play an instrumental role. Peace in Schools mindfulness programs help young people develop compassion, calm, emotional resilience, and self-awareness. At a time when school violence is widespread and many teens struggle with feelings of isolation, depression and anxiety, we offer a positive alternative. “Peace is in you, find it, feel it, live with it “ Bibliography: 1. Babumuthuja ;Peace and Value education;centrumpress; New Delhi .

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2. Balasooriya, A.S(!995) Peace education. Learning activities. National Institute of Education, Maharagama Sri Lanka. 3. Balasooriya, A.S.( 1994) Teaching peace to children. National Institute of Education, Maharagama Sri Lanka. 4. Balasooriya, A.S. (1994b). Management of Conflict in Schools. Maharagama, Sri Lanka: National Institute of Education. 5. Dhand, H. (2000). Teaching Human Rights: A Handbook for Teacher Educators. Bhopal: Asian Institute of Human Rights Education 6. Harris, I. M. (1988). Education for Peace. London: McFarland and Company 7. Herzog, Stephanie( 1982) Joy in the classroom. University of the Tree Press Boulder Creek, California 5506. 8. KirubaCharles;Peace and value education;NeelkamalPublication;New Delhi. 9. Pandey, S. (2004). Education for Peace: Self Instructional Package for Teacher Educators. 10. UNESCO (2001). Learning the Way of Peace.A Teachers’ Guide to Education for Peace. New Delhi: UNESCO

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PLACE OF EDUCATION IN BUILDING PEACE P. Charles, Research Scholar , Department of Education, Andhra University, Visakhapatnam. E-Mail: [email protected] In this paper I would like to discuss the place of education in building peace. Many facts convince me that peace is not possible through education or at least through the education system that exists at the moment. There should be many changes that should be brought into the system to inculcate the idea of peace in the young minds so strongly that they follow those principles to the end and see that peace prevails where ever they are and they should be so strong to influence others in the process of building peace.. I have always wondered if this world could be a better place to live with peace and harmony where people respect and love each other despite the differences in culture, religion, region, language, community, ideals etc., · · · · ·

I have always wondered what disturbs this peace and harmony? What is the solution for this violence and terrorism in this world? Is this done by illiterate people who do not know the meaning of peace and harmony? The answer is a definite ‘no’. Unfortunately the world peace is disturbed by highly educated people through violence and terrorism.

The main participant nations in the Ist and IInd world wars are symbols of high educational standards in the world. Does education support war? The high standards of education have produced destroyed millions of people in those two wars. Education itself is producing the most destructive weapons in the world. In my knowledge Osama bin laden the most wanted terrorist of yesterday, who terrorised the world and engineered an attack on twin towers in the most secured nation of the US, was an engineering graduate. Even the most other terrorists and Naxal- heads who plan most terror acts are highly educated. Bin Laden earned a degree in civil engineering in 1979 from King Abdul Aziz University in Jeddah. Ayman al-Zawahiri, al-Qaeda’s chief strategist and bin Laden’s deputy, is a trained surgeon, a doctor. Saddam Hussein attended law school. It is observed that two-thirds of the 25 terrorists involved in the planning and hijacking of the four aircrafts on September 11th 2001 had attended university and that two of them had earned PhD degrees while two others were enrolled in doctoral programs. The popularity of medicine as a terrorist vocation most recently surfaced in connection with the botched attempt to bomb a nightclub in central London and the dramatic, but largely ineffectual, attack on Glasgow’s International Airport in June 2007. Six of the eight persons

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arrested were either doctors or medical students; the seventh person was employed as a technician in a hospital laboratory; and the eighth member of the conspiracy was neither a medical doctor nor in health care, but instead had earned a doctorate in design and technology. Almost all the revolutions like the French revolution, the American revolution, the Russian revolution, Indian national movement and all other revolutions origin from knowledge of the inequalities which stems from education and very highly educated people led them and succeeded. Is revolution a peace process or disturbance to peace? I don’t know if we can call them disturbance to peace! The process of building peace needs violence unfortunately sometimes. The most inhuman apartheid system was administered in South Africa by the British, the nation which is known as the symbol of high education and the revolution against the British was led by Mr Nelson Mandela again a highly educated man. Can we call apartheid system a peace process or the revolution against apartheid a peace process? Who is right? Then where is the place of education in building peace? Is peace possible with ( through) education? What is peace education? Peace education is the process of acquiring the values, the knowledge and developing the attitudes, skills, and behaviors to live in harmony with oneself, with others, and with the natural environment. What is lacking at this juncture in the system of education which destabilises peace is – wisdom- in the minds of these educated big wigs in the world who destroy the world peace. After all war is born in the mind. The technology to produce atom bomb that destroyed the cities of Hiroshima and Nagasaki on August 6th and 9th of 1945 could be used only to produce electricity if this idea was (first) born in the minds of those who produced this technology. Or if the idea of war was not born in the minds of those who started war(or the country which used those bombs for the first time). Then the main aim of education should be to develop wisdom in the people. The growing scientific and technological knowledge in the world is only giving knowledge to produce the most destructive weapons in the world. The technology learnt is used as a means to apply knowledge for destructive purposes. In my opinion there is no difference between the terrorists like Osama Bin Laden and the ones who started war in the past. The state of mind in both of them is same. We see only the educated and learned individuals are leading the army of innocent individuals, who may or may not be educated, into destructive activities. I see that the suicide squad members may not be educated but their leaders may be educated. All these leaders have been to schools.

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Now, should we blame the system of education in which they were? Then we should make changes in the system in which they were. We conclude that the system of education in which Osama learned lacked all that we want to include? Can we assume that their system of education lacked giving wisdom to its students? More knowledge leads to the discoveries and inventions for the comfort of men in the world but at the same time it also leads to discoveries of clever means of evading tax, corruption, cheating etc which are all the wicked projections of violence and lack of peace because of lack of wisdom. War and terror may be physical forms of violence but cheating and other forms are mental forms of violence, I believe. People are using knowledge gained in this educational system only for the wrong purposes. Using the knowledge to invent ways and means to bend the laws of the state to their favour or bend the people making laws to their favour. All these are done very comfortably only by educated people lacking wisdom. Then first- what is wisdom? Wisdom is using the knowledge gained through books for the welfare of the society. For example a mechanical engineer has the knowledge to make the most secure locks and he is wise if he does not use his knowledge to open the locks to steal. How Wisdom should be incorporated into education system? Wisdom can be incorporated into system by discussion apart from the subject while teaching subject. For example: before a kung-fu teacher teaches lessons, he tells the students not to use the skill to do offence but only to defend himself. What are the factors contributing to wisdom? 1. Comprehensive vision: The capacity to take account of all the important factors in a problem and to attach to each its due weight. This has become more difficult than it used to be owing to the extent and complexity of the specialized knowledge required of various kinds of technicians. the pursuit of knowledge may become harmful unless it is combined with wisdom; and wisdom in the sense of comprehensive vision is not necessarily present in specialists in the pursuit of knowledge. 2. Emancipation from the tyranny of here and now: We cannot help the egoism of our senses. Sight and sound and touch are bound up with our own bodies and cannot be impersonal. Our emotions start similarly from ourselves. No one can view the world with complete impartiality; and if anyone could, he would hardly be able to remain alive. But it is possible to make a continual approach towards impartiality, on the one hand, by knowing things somewhat remote in time or space, and on the other hand, by giving to such things their due weight in our feelings. It is this approach towards impartiality that constitutes growth in wisdom. For example: a child, when he is hungry, will cry for food even if the food is still cooking not knowing that the food will take its time for cooking. But matured men

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would wait till its cooked without crying, knowing that cooking would take its time. He waits till its cooked though he is hungry. 3. Emancipation from personal prejudice: It is by no means uncommon to find men whose knowledge is wide but whose feelings are narrow. Such men lack what I call wisdom. Even an end which it would be noble to pursue if it were attainable may be pursued unwisely if it is inherently impossible of achievement. Many men in past ages devoted their lives to a search for the philosopher's stone and the elixir of life. No doubt, if they could have found them, they would have conferred great benefits upon mankind, but as it was their lives were wasted. I would like to draw your attention to the teachings of Mahatma Gandhi to bring world peace. 1. Power is of two kinds; one is obtained by the fear of punishment and the other by acts of love. Power based on love is thousand times more effective and permanent than the one derived from fear of punishment. A teacher who is strict may maintain the class silent. That silence may not imply peace in the class. 2. There are many causes that I am prepared to die for but no cause that I am prepared to kill for. 3. An eye for eye will only make this whole world blind. 4. We should become the change that we want to see in this world. 5. He said-I shall conquer the untruth by truth. And in resisting untruth, I will put up with all suffering. But the world today is not ready for the suffering. Gandhi not only taught the principles but he lived them for us. How a meek and fragile person of small physical stature could inspired millions of people to bring about a profound change in a way the mightiest had never achi3eved before? His intention was to bring peace not only to those who suffered injustice and sorrow but to espouse a new way of life for the entire mankind. His life itself is a message- a message of peace over power, of finding the ways and means to reconcile our differences and of living in harmony with respect and love even for our enemy. Throughout his life Mahatma fought against the power of force during the heydays of British rein over the world. He transformed the minds of millions of people to fight against injustice and with peaceful means and nonviolence the most powerful weapon he invented to fight violence in this world. He proved through his life that the greatest of our differences may be resolved if we dare to have constructive conversation with our enemy. There is no wonder why the united nations declared October 2nd the world peace day. We can bring peace and change by sacrifice. The strength of courage is in self sacrifice for the benefit of others. Those who cause death and destruction are only cowards. Freedom is another factor which gives peace. But,there is no absolute freedom. Freedom has its own limits. You are not free to do anything in this world. You are free to profess and practice certain religion but you can’t encroach into

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other’s religious freedom. Same thing with community, culture, region, cult, creed, ideals etc., we should realise that Your freedom ends where other’s freedom begins. We have no freedom to encroach into other’s freedom. By encroaching into others’ freedom we are causing what is called violence. Our cultural, religious and political differences should not be reasons for our conflicts that can bring sorrow and destruction to our world. The Bible says: Peace can be attained by love and forgiveness. The main principle that encompasses the whole meaning of Christianity (Bible) is: 1. Love your neighbour as you love yourself. Love leads to forgiveness. Forgiving your enemy is the crucial act that results in peace. And this was the principle that was followed by Mahatma Gandhi but in a different form and name. He named it non-violence. A staunch Hindu, Gandhi, understood the principle of forgiveness ,named it non-violence, used it as the most powerful weapon to fight the most powerful Christian country, the British, who knew the word forgiveness. A great irony! Waging war, forced occupation, crushing people under one’s power, denying one’s rights, etc were crimes committed by the British- we accuse them. All those acts are the symbols of violence and lack of peace. And unfortunately the British are most highly educated nation in the world. At least the British leaders who perpetrated the action of violence are highly educated. Don’t they know the word peace and its meaning? Does the education system in British lacked what we call wisdom when those leaders went to school? Often the theory or philosophy of peace education has been assumed and not articulated. johan Galtung suggested in 1975 that no theory for peace education existed and that there was clearly an urgent need for such theory. More recently there have been attempts to establish such a theory. Joachim James Calleja has suggested that a philosophical basis for peace education might be located in the Kantian notion of duty. James Page has suggested that a rationale for peace education might be located in ethics. The importance of home and places of worship (church, temple and masjid) can’t be ruled out in the process of building peace. In my opinion, 90% of the people in the world will not be violent or participate in violence only due to fear of God. At least they don’t participate in physical forms of violence. Home is the place where they learn culture and values at home. Conclusion: Values are lost in the education system today. Most of the corporate schools have no time to inculcate values in the students. They only try for ranks to show their educational standards. Today the measure for education is only ranks and marks. But Gandhiji wanted all round development in the child. He wrote the same in his book Basic education. Home and places of worship should play their roles appropriately in the process of building peace.

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The teachers should be more creative to inculcate values in the child through their example. Teacher education( B.Ed and D.Ed courses) should have a paper on value education. Schools are tomorrow’s society. School should train for nation’s future. As kotari said : the future of the nation is designed in the class room. Class room is the reflection of the society and the nation ultimately. If the class room is the society is peaceful ; if society is peaceful the nation is peaceful; if the nation is peaceful the worlds is peaceful; Therefore the class room should be transformed first and teacher should play a vital role in inculcating values in the child. Let us be the change that we want. As teachers lets transform our class rooms into abodes of peace in building a peaceful world tomorrow.

REFERENCES •

Jane Schukoske and Manjrika Sewak, ( 2003) “Track Five Diplomacy: Roles for Higher Education Institutions in Conflict Transformation” published as “Track Five Diplomacy: The Role of Higher Education in Conflict Transformation

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Prabha Desikan, (2004): “Waste Management: Flexible Rules will Improve Compliance,” The National Medical Journal of India 17, no 2 118.

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Joan V. Bondurant, (1988)Conquest of Violence: The Gandhian Philosophy of Conflict (Berkeley, CA: University of California Press.

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Mark Juergensmeyer, (2003) Gandhi’s Way: A Handbook of Conflict Resolution (New Delhi, India: Oxford University Press.

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Mahatma Gandhi, (1968) “Basic Education,” in Selected Works of Mahatma Gandhi, ed. Shriman Narayan, vol. 6 (Ahmedabad, India: Navajivan, .

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Manmohan Singh, Prime Minister of India, Convocation Address (Benares Hindu University, Varanasi, India, 15 March 2008).

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ATTITUDE OF B. Ed. COLLEGE STUDENTS TOWARDS YOGA EDUCATION Mr. T. Sanjay Babu, School Assistant, Sree Valmeeki School, Kadir, Anantapuram (Dt.,), A.P-515 591, [email protected] & Dr. Yeasmin Sultana, Assistant Professor, Dept. of Education, Tezpur University, Tezpur, Assam, India- 784028

ABSTRACT: Yoga recognizes the interdependence between body, mind and emotions and the need for balance and health at all levels. Researchers have identified numerous ways in which yoga has been beneficial for students of all ages. The main purpose of the study is to know the attitude of B.Ed college students towards Yoga Education with respect to gender, locality and size of the family. The sample for the investigation which consisted of 120 B.Ed college students in Anantapur District was selected through the purposive sampling technique. Mean, SD, t-test were used to analyze the data. From the results it shows that Male B.Ed college students got high mean score than the Female college students in their attitude scores in yoga education. KEY WORDS: Attitude, Students, Yoga, Yoga education, Education etc. INTRODUCTION: “For those who wish to climb the mountain of spiritual awareness, the path is selfless work. For those who have attained the summit of union with the Lord, the path is stillness and peace”. ----Bhagavad Gita “Meditation is the dissolution of thoughts in Eternal awareness or pure consciousness without objectification, knowing without thinking, merging finitude in infinity”. ---Swami Sivananda “Physically you are a human being, but mentally you are incomplete. Given that we have this physical human form, we must safeguard our mental capacity for judgment. For that, we cannot take out insurance; the insurance company is within: self-discipline, selfawareness, and a clear realization of the disadvantages of anger and the positive effects of kindness”.--Dalai Lama

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The ancient practice of yoga offers a multitude of benefits to modern-day students at almost every grade level. Yoga's combination of breath and movement can help alleviate social and academic stress, clear the mind and soothe cramped bodies jammed into desks and hunched over computers. Yoga, according to Galantino, Galbavy, and Quinn (2008), can increase our students’ ability to concentrate, focus, and improve memory. Yoga can provide our students a means to handle stress (White, 2009) and can give our students an opportunity to be present in the moment. Yoga can allow our students space to become self-aware and can give them emotional strength, physical strength, and mental strength (Gillen & Gillen, 2007). Yoga recognizes the interdependence between body, mind and emotions and the need for balance and health at all levels. What connects all these is breath. Pranayama introduces an element of awareness of the body and mind. Breath influences every cell’s activity and is linked to the performance of the brain. Respiration helps the burning of oxygen and glucose to produce energy for muscular contraction, glandular secretion and mental process. Thus shallow or incorrect breathing can lead to health problems, stress and emotional imbalances. Learning right breathing inculcates mindfulness, helping children remain alert and attentive. NEED AND IMPORTANCE OF YOGA EDUCATION: The Role of Yoga in Education The difficulties, problems, conflicts, distractions and dissipation of students’ energies etc., can be reduced by the teacher by using certain principles and practices of yoga to increase the children's learning ability and to inspire teachers to teach their subjects in a slightly different ways. The role of yoga in education from various angles, including the type of education that provided to children throughout the world as well as the different levels of stress that children face in the classroom environment. The science says about the growth of a child, what psychoanalysis says about child psychology and how the hormones and glands alter and influence the rationality, emotional structure and creative output of the child. Ø Balancing both hemispheres of the brain: Science tells us that there are two hemispheres in our brain, the right and the left. These two hemispheres perform different functions. The functions of the left hemisphere are linear, logical and intellectual. Those of the right hemisphere are artistic, creative and intuitive. If we consider these facts, the education system does not allow the child to develop the full potential of the right and left hemispheres of the brain through books. In order to balance the other aspects teacher want to teach children the arts, to practice music, to paint, to perform and plays, to use their creativity. Ø Developing the whole mind The brain is only the medium through which we educate our mind. The mind is a composition of four different faculties, which in yogic terminology are defined as manas, buddhi, chitta and ahamkara. The word manas means to rationalize, to think about something. Buddhi means intellect. Chitta is an area of consciousness where impressions are stored. Ahamkara is the concept of ego. Teacher must teach the students to recognize themselves, to use their potential, to develop and awaken their personality, without parents

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imposing their own personal ideologies on them. Proper education can only give the children to use their intuitive abilities along with their intellectual abilities. Ø Yoga in the classroom The system of educating children has to be different. It has to be combined with certain practices which can remove their psychological blocks, which can make them aware of the psychological changes that happen in their body and brain, which can make them aware of their own distractions and which can give them the ability to focus on the theme of the subject they are studying. In recent studies that they found that the children who were practising yoga in the classroom were monitored, a marked improvement in their responses, creativity, receptivity, memory, willpower and behaviour was found. The children were more relaxed, focused, one-pointed and tranquil than their counterparts in other classes who were not practicing yoga and who were more destructive, restless, violent and distracted. For teachers yoga education may help in all aspects. For example Ø For De-Stressed Students: One of yoga's primary benefits for adults is the alleviation of stress. Students may be young, but they aren't immune to stress. Family pressure, financial fears, academic performance standards and peer groups can all take a toll on a student's psyche and success in school. Ø For Enhancing Body Image: Students often struggle with poor body image and awkwardness of movement. Ø For Reducing Conflict: Yoga may also help students get along better with one another, which fosters a more positive learning environment. Ø For Improving Concentration: Yoga offers time for the body and mind to relax from the rigors of learning. This may help students be better at applying themselves when studying or learning in a classroom. REVIEW OF RELATED LITERATURE: Gillen and Gillen (2007) claimed that incorporating yoga into a school setting would increase students’ academic performance, self-esteem, emotional balance, reduce fears, and decrease oppositional behaviors and attention concerns. Yoga includes poses, breathing, relaxation, and positive thoughts. Rosenblatt et al. (2011) concluded that a positive impact on behavior and cognitive symptoms from using a multimodal relaxation program. According to Galantaino et al. (2008), some children can be described as sedentary, stressed out, and malnourished. Yoga may provide these children tools to become active and more self-aware. Schachter (2013) suggested that physical activity programs in schools today are beginning to focus on personal challenges rather than team competition. Teachers are beginning to look at and incorporate skills students can use for a lifetime. The Physical Activity Guidelines for Americans states that middle-school children, as well as elementary-aged students should be physically active for 60 minutes each day (Turner et al., 2013). STATEMENT OF THE PROBLEM: The Title of the Problem is “Attitude of B.Ed College Students towards Yoga Education.”

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OBJECTIVES OF THE STUDY: The following are the main objectives of the present study. 1.

To study the influence of gender on the attitude of B.Ed college students towards yoga education.

2.

To study the influence of locality on the attitude of B.Ed college students towards yoga education.

3.

To study the influence of size of the family on the attitude of B.Ed college students towards yoga education.

HYPOTHESES OF THE STUDY: Based on the above objectives the following hypotheses are formulated. 1.

There would be no significant influence of gender on the attitude of B.Ed college students towards yoga education.

2.

There would be no significant influence of locality on the attitude of B.Ed college students towards yoga education.

3.

There would be no significant influence of size of the family on the attitude of B.Ed college students towards yoga education.

METHODOLOGY: Method: In the present study Descriptive Survey Method of investigation was employed by the investigators. Sample: For the purpose of the study a sample consisted of 120 B.Ed college students in Anantapur District was selected by using the purposive sampling technique. Tool: Awareness of Yoga Education questionnaire was used for the present study developed by the investigators. Statistical Techniques Used: For the present study to analyze the data, Mean, S.D and t-test were used by the investigators. ANALYSIS AND INTERPRETATION OF THE DATA: The influence of independent variables (gender, locality and size of the family) on the attitude of B.Ed college students towards yoga education was investigated. Hypothesis – 1: There would be no significant influence of gender on the attitude of B.Ed college students towards yoga education. The above hypothesis is tested by employing ‘t’ - test. The results are presented in Table – 1. Table – 1: Influence of gender on the attitude of B.Ed College students towards yoga education.

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S. No.

Gender

N

Mean

Std. Deviation

Std. Error Mean

1.

Male

60

30.92

5.697

.735

2.

Female

60

26.53

4.810

.621

t-Value

4.554**

Note: ‘**’: Indicates significant at 0.01 level. It is found from the Table – 1 that the calculated value of‘t’ (4.554) is greater than the table value of ‘t’ (2.63) for 118 df at 0.01 level of significance. Male B.Ed college students got high mean score than the Female college students in their attitude scores in yoga education. Hence the Hypothesis – 1 is rejected at 0.01 level of significance. Therefore it is concluded that “there would be no significant influence of gender on the attitude of B.Ed college students towards yoga education” is rejected. The gender has significant influence on the attitude of B.Ed college students towards yoga education. Hypothesis – 2: There would be no significant influence of locality on the attitude of B.Ed college students towards yoga education. The above hypothesis is tested by employing ‘t’ - test. The results are presented in Table – 2. Table – 2: Influence of locality on the attitude of B.Ed College students towards yoga education. S. No.

Locality

N

Mean

Std. Deviation

Std. Error Mean

1.

Urban

47

27.79

5.000

.729

2.

Rural

73

29.33

6.053

.708

t-Value

1.516@

Note: ‘@’: Indicates not significant at 0.05 level It is found from the Table – 2 that the calculated value of‘t’ (1.516) is lesser than the table value of ‘t’ (1.98) for 118 df at 0.05 level of significance. Rural B.Ed college students got high mean score than the urban college students in their attitude scores in yoga education. Hence the Hypothesis – 2 is accepted at 0.05 level of significance. Therefore it is concluded that “there would be no significant influence of locality on the attitude of B.Ed college students towards yoga education” is accepted. The locality has no significant influence on the attitude of B.Ed college students towards yoga education. Hypothesis – 3: There would be no significant influence of size of the family on the attitude of B.Ed college students towards yoga education. The above hypothesis is tested by employing ‘t’ - test. The results are presented in Table – 3. Table – 3: Influence of size of the family on the attitude of B.Ed College students towards yoga education.

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Size of the Family

N

Mean

Std. Deviation

Std. Error Mean

Below 4 Members

70

29.34

5.370

.642

4 & Above 4 Members 50

27.86

6.064

.858

t-Value

1.384@

Note: ‘@’: Indicates not significant at 0.05 level It is found from the Table – 3 that the calculated value of‘t’ (1.384) is lesser than the table value of ‘t’ (1.98) for 118 df at 0.05 level of significance. Below 4 members of family size B.Ed college students got high mean score than the 4 and above 4 members of family size college students in their attitude scores in yoga education. Hence the Hypothesis – 3 is accepted at 0.05 level of significance. Therefore it is concluded that “there would be no significant influence of size of the family on the attitude of B.Ed college students towards yoga education” is accepted. The size of the family has no significant influence on the attitude of B.Ed college students towards yoga education. FINDINGS OF THE STUDY: Ø Male B.Ed college students got high mean score than the Female college students in their attitude scores in yoga education. Ø The gender has significant influence on the attitude of B.Ed college students towards yoga education. Ø Rural B.Ed college students got high mean score than the urban college students in their attitude scores in yoga education. Ø The locality has no significant influence on the attitude of B.Ed college students towards yoga education. Ø Below 4 members of family size B.Ed college students got high mean score than the 4 and above 4 members of family size college students in their attitude scores in yoga education. Ø The size of the family has no significant influence on the attitude of B.Ed college students towards yoga education. CONCLUSION: From the results it shows that Male B.Ed college students got high mean score than the Female college students in their attitude scores in yoga education. Rural B.Ed college students got high mean score than the urban college students in their attitude scores in yoga education. Below 4 members of family size B.Ed college students got high mean score than the 4 and above 4 members of family size college students in their attitude scores in yoga education. Yoga education can help to the students for their overall development like physical and mental aspects. Yoga is for the mind, body, and soul. Researchers have identified numerous ways in which yoga has been beneficial for students of all ages.

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BIBILIOGRAPHY: Ø Best John, W., (1963), Research in Education, Prentice Hall of India (Pvt.) ltd., New Delhi. Ø Edwards, A.L., (1968), (1969), Experimental Design in Psychological Research, Aravind Publishing Co. Ltd., New Delhi. Ø Freeman, F.S., (1962), Theory and Practice of Psychological Testing, Oxford and IBH Publishing Company, New Delhi, p. 596. Ø Galantino, M., Galbavy, R., & Quinn, L. (2008). Therapeutic effects of yoga for children: A systematic review of the literature. Pediatric Physical Therapy, 20(1), 66-80. Ø Gillen, L., & Gillen, J. (2007). Yoga calm for children: Educating heart, mind and body. Portland, OR: Three Pebble Press, LLC. Ø Koul,Lokesh (2009) Methodology of Education Research, New Delhi: Vikas Publishing House,Pvt. Ltd. Ø Mangal, S.K., (1981), Philosophical Foundations of Education, Prakash Brothers (Educational Publishers), Ludhiana. Ø Rosenblatt, L.E., Horantla, S., Torres, J.A., Yarmush, R.S., Rao, S., Park, E.R., Denninger, J.W., Benson, H.B., Fricchione, G.L., Bernstein, B., & Levine, J.B. (2011). Relaxation response-based yoga improves functioning in young children with autism: A pilot study. Journal of Alternative and Complementary Medicine, 17(11), 1029-1035. doi:10.1089/acm.2010.0834 Ø Steiner, N., Sidhu, T. K., Pop, P. G., Frenette, E. C., & Perrin, E. C. (2013, August). Yoga in an urban school for children with emotional and behavioral disorders: A feasibility study. Journal of Child and Family Studies, 22, 815-826. Ø Stueck, M., & Gloeckner, N. (2005). Yoga for children in the mirror of the science: working spectrum and practice fields of the training of relaxation with elements of yoga for children. Early Child Development and Care, 175(4), 371-377. Ø Venkataramana, H., Poomalil, S. N., & Shobhasree, T. (2008). Effect of yoga on academic stress of high school students. Social science international, 24(1), 89-97. Ø White, L.S. (2009). Yoga for children. Pediatric Nursing, 35, 277-291. Ø http://gulfnews.com/leisure/yoga/yoga-for-awareness-of-body-and-mind-1.1553166 Ø http://www.lexiyoga.com/awareness-quotes Ø http://www.livestrong.com/article/438314-importance-of-yoga-for-students/ Ø http://www.yogamag.net/archives/2001/cmay01/educatin.shtml Ø www.digiclass.in

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A STUDY ON YOGA AND PEACE EDUCATION AWARENESS AMONG B.Ed STUDENTS Dr. P. Madhava Rao, Researcher, Dept. of Education, R.S. Vidyapetham, Tirupati, Chittoor (Dt), A.P-517 502. & Dr. M. Rajendra Nath Babu, Assistant Professor, Dept. Of Teacher Education, Nagaland University, Kohima Campus, Nagaland-797 004.

ABSTRACT : Yoga has a very great and important place in peace education. Yoga is a practical skill in peace education which helps every man and woman to be healthy in all parts of their whole body, i.e. physical, mental, intellectual and spiritual leading them to be nonviolent. This paper mainly focused on yoga and peace education awareness among B.Ed students of Chittoor district. In the present study Descriptive Survey Method of investigation was employed by the investigators. For the purpose of the study a sample consisted of 278 B.Ed students in Chittoor district were selected. The purposive sampling technique was used for the present investigation. The Yoga and Peace Education Awareness Scale developed (not standardized) by the investigators for the present investigation. Frequency distribution, Mean, SD, t-test were used to analyze the data. In the results it found that there is no significant difference between Male and Female B.Ed. Students as well as there is no significant difference between Urban and Rural B.Ed. Students towards Yoga and Peace Education awareness. KEY WORDS: Attitude, Students, yoga, peace, education, awareness. INTRODUCTION: 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. “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). Ian Harris and John Synott have described peace education as a series of "teaching encounters" that draw from people: ·

their desire for peace,

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·

nonviolent alternatives for managing conflict, and

·

skills for critical analysis of structural arrangements that produce and legitimize injustice and inequality.

James Page suggests peace education be thought of as "encouraging a commitment to peace as a settled disposition and enhancing the confidence of the individual as an individual agent of peace; as informing the student on the consequences of war and social injustice; as informing the student on the value of peaceful and just social structures and working to uphold or develop such social structures; as encouraging the student to love the world and to imagine a peaceful future; and as caring for the student and encouraging the student to care for others" . Peace is nothing but only a state of mind. When a person is in the state of soul consciousness only then we can say that a man has found true happiness. In other words peace is a virtue which we develop through regular practice. Peace education is the education about how to make or to develop such type of society where justice and peace should be present and everybody lives with happiness. Dimensions of Peace Education The peace education is a training process for developing positive attitude, and behaviours among other, then this education has several dimensions which can be enumerated as below: Ø Education for war control. Ø Education for develop tolerance in human beings. Ø Education to establish positive willingness and unity for international society. Ø Education for promotion of human right for salving to the problem of social discrimination. Ø Education for conflict resolution. Ø Education for democracy. Ø Education for international understanding. Ø Education for environmental responsibility. Ø Education for coexistence and general equality. Ø Some have also addressed a dimension that is spiritual dimensions. Yoga defines itself as a science--that is, as a practical, methodical, and systematic discipline or set of techniques that have the lofty goal of helping human beings to become aware of their deepest nature. The goal of seeking to experience this deepest potential is not part of a religious process, but an experiential science of self-study. Religions seek to define what we should believe, while a practical science such as meditation is based on the concrete experience of those teachers and yogis who have previously used these techniques to experience the deepest Self. Yoga does not contradict or interfere with any religion, and may be practiced by everyone, whether they regard themselves as agnostics or members of a particular faith.

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Teachers must model a culture of peace by addressing those issues of healing, forgiveness, and conflict resolution and their vision of a peaceful world and classroom. In return, students can share their visions. If respect is maintained between students and teachers then making democratic decisions and reparative attempts when a project or activity doesn’t go the way you planned is imperative. In creating a democratic classroom, boundary setting is also necessary to allow for differences in opinions and room for compromise. Finally, a teacher’s expectations must be tempered between love, care and compassion and a consistent expectation of excellence. Students must be held accountable for their actions, but we can aid them in their journey of self-discovery and intrinsic motivation. In this study, the investigators examined the peace and yoga awareness among B.Ed. Students in relation to gender and locality. REVIEW OF RELATED LITERATURE: Sangeeta Yadav, Sunil Kumar (2014) attempted to study the role of yoga education as perceived by teacher trainees of Gurgaon district. 250 teachers, trainees have been selected from five B.ed colleges located in Gurgaon .A self-constructed questionnaire was used to collect the data. The study revealed that in the modern time of stress and competition, the yoga education is very useful. By practicing yoga, social values are inculcating among students .It focuses on social factors that can influence behavior .It involves psychological mechanisms in human behavior that can provide Potentials for certain behaviors or tendencies to occur and can help the students to survive in a complex and often challenging world. Shruti Anand(2014)Concluded that Peace education has its own level as per the human requirements. Every human has its own mental level such as, adolescence, adult, old. Everyone has different maturity level as well as understanding level and peace education deals with it for example, jurisprudential model of teaching, role playing, introspection and Nishedh Vidhi, social service camps, Yoga and Meditation, games and sports etc. There are based on the level of human and these are also teaching methods of peace education. Therefore, the entire details conclude with the statement that peace is a universal truth and need of human life. No matter how old human is and how much high living he has in worldly things at the end what is actually needed is peace and only peace. STATEMENT OF THE PROBLEM: The Title of the Problem is “A study on Yoga and Peace Education Awareness among B.Ed. Students.” OBJECTIVES OF THE STUDY: The following are the main objectives of the present study. 4.

To assess the Yoga and Peace Education awareness among B.Ed. Students.

5.

To find out the Yoga and Peace Education awareness among B.Ed. Students in relation to the variables Gender and Locality.

HYPOTHESES OF THE STUDY: Based on the above objectives the following hypothesis was formulated.

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1.

There is no significant difference between Male and Female B.Ed. Students towards Yoga and Peace Education awareness.

2.

There is no significant difference between Urban and Rural B.Ed. Students towards Yoga and Peace Education awareness.

METHODOLOGY: Method: In the present study Descriptive Survey Method of investigation was employed by the investigators. For the purpose of the study a sample consisted of 278 B.Ed students in Chittoor district were selected. The purposive sampling technique was used for the present investigation. The Yoga and Peace Education Awareness Scale developed (not standardized) by the investigators for the present investigation. This tool measures the extent and degree of awareness of B.Ed. students about yoga and peace education and its merits and demerits. There are several items in each component constituting in all 62 items on the scale. Each agree item carries the value of 1 mark and each disagree item carries zero mark, but the negative items are scored inversely. For the present study to analyze the data Mean, S.D and t-test were used. ANALYSIS AND INTERPRETATION OF THE DATA: Table-1: Frequency distribution table for Yoga and Peace Education awareness scores among B.Ed. Students Class Interval Frequency

Mid-values

Cumulative Frequency

30-35

9

32.5

9

35-40

12

37.5

21

40-45

114

42.5

135

45-50

100

47.5

235

50-55

43

52.5

278

It can be observed from Table – 1 the mean of yoga and peace education awareness score for the B.Ed. students of Chittoor district (N = 278) is 44.69. The median and mode values are 45.00 and 43.00. The magnitude of skewness is -0.513 and kurtosis is 0.361.Hence the frequency distribution of yoga and peace education awareness scores of the B.Ed students in Chittoor district is negatively skewed and lepto kurtic. The distribution is peaked than the normal distribution. Gender: On the basis of gender, the B.Ed students are divided into two groups. Male students form with the Group – I and Group – II forms with Female students. The mean values of Yoga and Peace Education awareness scores for the two groups were tested for significance by employing ‘t’ - test. The following hypothesis was framed.

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Hypothesis – 1: There is no significant difference between Male and Female B.Ed. Students towards Yoga and Peace Education awareness. The above hypothesis was tested by employing ‘t’ - test. The results were presented in Table – 2. Table – 2: Mean, S.D, t-values of Yoga and Peace Education awareness scores among B.Ed. Students with reference to gender S. No.

Gender

N

Mean

S.D.

Std. Error Mean

1.

Male

129

44.66

4.295

0.378

2.

Female

149

44.72

4.080

0.334

‘t’ - Value 0.117@

Note: ‘@’: Indicates not significant at 0.05 level It is found from the Table – 2 that the Female B.Ed students got high mean score than the Male B.Ed students in their yoga and peace education awareness scores. The calculated value of ‘t’ (0.117) is less than the table value of ‘t’ (1.99) for 1 and 277 df at 0.05 level of significance. Hence the Hypothesis – 1 is accepted at 0.05 level of significance. Therefore it is concluded that there is no significant difference between Male and Female B.Ed. Students towards Yoga and Peace Education awareness. Locality On the basis of locality, the students are divided into two groups. Rural students form with the Group – I and Group – II forms with urban students. The yoga and peace education awareness scores of the two groups were analyzed accordingly. The mean values of yoga and peace education awareness scores for the two groups were tested for significance by employing ‘t’ - test. The following hypothesis is framed. Hypothesis – 2: There is no significant difference between Urban and Rural B.Ed. Students towards Yoga and Peace Education awareness. The above hypothesis is tested by employing ‘t’ - test. The results were presented in Table – 3. Table – 3: Mean, S.D, t-values of Yoga and Peace Education awareness scores among B.Ed. Students with reference to locality S. No.

Gender

N

Mean

S.D.

Std. Error Mean

1.

Urban

141

44.41

3.906

0.329

2.

Rural

137

44.98

4.428

0.378

‘t’ - Value 1.130@

Note: ‘@’: Indicates not significant at 0.05 level It is found from the Table – 3 that the Rural B.Ed students got high mean score than the Urban B.Ed students in their yoga and peace education awareness scores. The calculated value of‘t’ (1.130) is less than the table value of ‘t’ (1.99) for 1 and 277 df at 0.05 level of significance. Hence the Hypothesis – 2 is accepted at 0.05 level of significance. Therefore it

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is concluded that there is no significant difference between Urban and Rural B.Ed. Students towards Yoga and Peace Education awareness. FINDINGS OF THE STUDY: Ø The mean of yoga and peace education awareness score for the B.Ed. students of Chittoor district (N = 278) is 44.69. The median and mode values are 45.00 and 43.00. The magnitude of skewness is -0.513 and kurtosis is 0.361. Ø Female B.Ed students got high mean score than the Male B.Ed students in their yoga and peace education awareness scores. Ø There is no significant difference between Male and Female B.Ed. Students towards Yoga and Peace Education awareness. Ø Rural B.Ed students got high mean score than the Urban B.Ed students in their yoga and peace education awareness scores. Ø There is no significant difference between Urban and Rural B.Ed. Students towards Yoga and Peace Education awareness. CONCLUSION: Today mankind is at the cross-road where he has to choose with courage, determination and imagination. Education is a better way to suggest how they choose a better life. Education is a tool of development. Any development is directly related to human beings and other natural creatures. Peace and yoga education is a process by which we can change our attitudes and behaviour about violent conflicts, acquiring the values, the knowledge and developing the skill and behaviours to live in harmony with others. From the results it shows that the Female B.Ed students got high mean score than the Male B.Ed students and also Rural B.Ed students got high mean score than the Urban B.Ed students in their yoga and peace education awareness scores. BIBILIOGRAPHY: Ø Best John, W., (1963), Research in Education, Prentice Hall of India (Pvt.) ltd., New Delhi. Ø Edwards, A.L., (1968), (1969), Experimental Design in Psychological Research, Aravind Publishing Co. Ltd., New Delhi. Ø

Koul,Lokesh (2009) Methodology of Education Research, New Delhi: Vikas Publishing House,Pvt. Ltd.

Ø Sangeeta Yadav, Sunil Kumar(2014) To Study the Effectiveness of Yoga Education on Holistic Development of Teacher Trainees, International Journal Of Innovative Research & Development, Vol 3 Issue 1,pp.243-245. Ø Shah, ME. and Wright, T.M., (1967), Scales for the Measurement of Attitudes. McGraw Hill Book Company, London, p. 24 Ø Shruti Anand(2014) The contemporary issues and significance of peace education in India, International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL),Vol. 2, Issue 10, Oct 2014, 47-54.

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THE KERALA MODEL DEVELOPMENT OF EDUCATION : AN APPRAISAL Ismail Thamarasseri, Assistant Professor, Department of Education, Central University of Kashmir, 190015 - Srinagar, J&K, India, E-mail: [email protected]

Abstract : The Kerala State in India has a great tradition in education. It has been and continues to be a model to other states in the country. There are many factors that made these achievements possible, including the free and universal school education and the high level of awareness among the people. The global trends in education guided by the latest researches do have an impact on the education system of the state. Education scene in Kerala has witnessed many significant changes in tune with the education reforms at the national level as well as the education policies of different governments at the state level. There have been lots of debates on access, equity, and quality of education over the years and they peaked in the last two decades. Kerala has grown to become a state that gives core importance to implement latest technologies in education. Much development has been taken place in the state as a part of these educational reforms. And many discussions are done to improve the access, equity and quality of education, in the last one and a half decade. Unfortunately, these reforms have failed to achieve the comprehensive goals of education. Whether we have attained growth in the sector at par with the human resource of our state is yet to be considered. In this paper the author trying to formulate a balance sheet of Kerala Education. This article tests the hypothesis that successes which have been achieved by the ‘Kerala model’ are mainly a result of education. Key Words: Kerala Model, Education, Development, Media, School Education, Higher Education, Private educational agencies Introduction: Kerala is often praised as being more developed, in some respects, than the rest of India: several development indicators, such as literacy rates and health, suggest that Kerala is much more successful than the rest of India. However, a growing minority of observers have expressed disappointment with Kerala. Kerala is poorer than we might expect given its high literacy rate; other writers argue that women in Kerala are not as empowered as previous researchers implied. This ‘education hypothesis’ is contrasted with various other possible explanations of Kerala’s success, which suggest Kerala is unique in some way - for reason(s) which are disputed and which often seem impossible to test by scientific analysis. However, Kerala is not successful in every respect; this article examines some remaining

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problems in Kerala. Kerala stands far ahead than other states of the country in the field of education. Majority of the people are aware of education, which itself has led to many reforms in the educational sector in the last few decades to provide qualitative and effective education. The School Education in Kerala : The School Education in Kerala has seen lots of reforms of different hues and shades over the years. The curriculum and pedagogical reforms implemented in the state have been subjected to intense debates and criticism from different quarters of the society. The theoretical and structural changes in school education brought about by contemporary programs like District Primary Education Programme (DPEP), Sarva Siksha Abhiyan (SSA) and Rashtriya Madhyamic Shiksha Abhiyan (RMSA). The impact and influence of different syllabi on the quality of education and the social consciousness of people is noteworthy. Despite spending a lot of money on education we are yet to make consistent and lasting positive trends in our education system. Developing a system that addresses both the exceptionally talented and the students with special needs is very important. The scope and use of technology in the school education and recent trends in assessment and evaluation is also a matter of discussion. One of the aims of decentralization of school governance was increased and effective community participation. We are yet to make an honest assessment of this. There is of course a need for an unbiased evaluation on the effects of transferring the governance of schools to the respective local bodies. The working of the Ministry of education, SCERT, DPI, Pariksha Bhavan, DDE, DEO, AEO etc. as well as the increased political interference and its negative effects on the effective governance of the school system. The new trends and ideas in school governance globally will also be a point of discussion in keeping an eye on how these will be beneficial to the school system in Kerala. Higher Education : Over the last two decades, Higher Education has been a topic of intense debate at different levels. The emerging trends and new perspectives in higher education globally and the possibilities of these in the context of Kerala are widely discussed by different medias in several occasions. The new developments in higher education post globalization and it utilisation for the benefit of the student community of Kerala in particular is need to be discussed. The quality of higher education is a major is debate of discussion. The issues of access and equity in higher education for the different disadvantaged sections of the society, including various religious and social groups, students from remote geographical locations and girl students need to be deeply debated. The need of teacher improvement programs and their quality, the policies pertaining to access and equity implemented in the state and the country also analysed. The academic and non-academic governance of the university is of utmost importance in higher education. The mechanisms needed for administration of the universities and their effectiveness, the undesirable political interventions and its effects on the university education are also debated. The administrative culture and activities of modern international universities and their scope and desirability in the Kerala context is interesting. Research in India is a hot subject in the academic circles. It is believed that there are not many productive research projects taking place in universities of Kerala.

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Different ancient, modern and post modern Educational Philosophies, both religious and materialistic, have a place of their own in our society, and all of them have different and diverse views on education. Developing an integrated educational philosophy in our unique social setup is a very relevant topic of discussion. The new thinking and research in the field of educational philosophy also discussed in this book. There are different and contradictory views on Educational Financing around the world. Resource collection from the different segments of the society and utilization of the resources in education, the fund distribution in the higher education sector, the new trends in fund raising all debated. The privatization policies that gained momentum in the early 1990s caused huge changes in the field of education in India. It led to establishment of many self-financing colleges in the Kerala state. Alternative Educational Approaches : Outside the mainstream education system, lots of Alternative Educational Approaches have evolved and have been making their presence felt all over the world. There is an increased need for a debate on these alternative approaches to education. More often than not, these debates are centred on the de-schooling only. The works and contributions of different socio-religious groups in the milieu of education unique to their culture need to be discussed widely. There are deliberations on inclusive education that meets the needs of differently abled. Technical education is an important segment in the education system of Kerala. There are many ITIs, polytechnics, technical schools, vocational higher secondary schools providing job-oriented courses across the length and breadth of the state. It is high time that we discuss the quality, curriculum, and syllabi of these programs. Apart from discussing the comprehensive reforms and the new courses that need to be developed considering the emerging job opportunities and the particular social circumstances in Kerala. Kerala Education - Some Flashbacks : The importance and antiquity of education in Kerala is underscored by the state's ranking as among the most literate in the country. The local dynastic precursors of modern-day Kerala - primarily the Travancore Royal Family, the Christian missionaries, The Nair Service Society, Sree Narayana Dharma Paripalana Yogam (SNDP Yogam) and MES (Muslim Educational society) - made significant contributions to the progress on education in Kerala. There were many sabha mathams that imparted Vedic knowledge. Apart from kalaris, which taught martial arts, there were village schools run by Ezhuthachans or Asans. Christian missionaries brought the modern school education system to Kerala. The Kerala school of astronomy and mathematics was founded by Madhava of Sangamagrama in Kerala, which included among its members: Parameshvara, Neelakanta Somayaji, Jyeshtadeva, Achyuta Pisharati, Melpathur Narayana Bhattathiri and Achyuta Panikkar. The school flourished between the 14th and 16th centuries and the original discoveries of the school seems to have ended with Narayana Bhattathiri (1559–1632). In attempting to solve astronomical problems, the Kerala school independently created a number of important mathematics concepts. Their most important results - series expansion for trigonometric functions - were described in Sanskrit verse in a book by Neelakanta called Tantrasangraha, and again in a commentary on this work, called Tantrasangraha-vakhya, of unknown authorship. The theorems were stated without proof, but proofs for the series for sine, cosine, and inverse tangent were provided a century later in the work Yuktibhāṣā

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(c.1500-1610), written in Malayalam, by Jyesthadeva, and also in a commentary on Tantrasangraha. Their work, completed two centuries before the invention of calculus in Europe, provided what is now considered the first example of a power series (apart from geometric series). However, they did not formulate a systematic theory of differentiation and integration, nor is there any direct evidence of their results being transmitted outside Kerala. Missionary initiatives in Kerala : Education in Kerala had been promoted during British rule in India by Christian missionaries who were keen on providing education to all sections of society and on strengthening of women, without any kind of discrimination. The contributions of Catholic priests and nuns has been crucial and has played a major role in the education of women and members of lower strata of society, resulting in the surpassing of many social hurdles. A significant figure in the 19th century was Rev.fr. Kuriakose Elias Chavara, who started a system called "A school along with every church" to make education available for both poor and rich. That system still continues in the present. His work has resulted in the promotion of education for girls and has become a model for the educational system in Kerala after independence. Kerala's high literacy rate is attributed to a high literacy rate among girls; as it is said, "When a woman is educated, she will make sure that her children are well-educated." Educational expansion in Kerala during the 19th century is mainly attributed to the missionary activities. Missionaries are acknowledged as the pioneers of English education in the state. Their major educational efforts and programmes not only emphasized the role of education as an instrument of enlightenment and empowerment but also showed how they were instrumental in influencing other agencies including government and other communities in establishing schools. The history of educational efforts during the 19th century highlighted the contribution made by the Christian missionaries in Kerala. The earliest of European Christian missionaries to come for proselytization work in Kerala were the Roman Catholics. They worked mainly among the lower castes, particularly the fishermen communities of the coast. Their major concern was providing religious education for prospective priests and their educational efforts were limited to the opening of a few seminaries and some schools for the fishermen communities. The major contributions to mass literacy were made by Protestant missionaries. Since their religion was very much based on the Gospels, the spread of their religion required at least the basic faculties of reading and writing. Hence the Protestants considered educational activities a pre-requisite for their religious work. Rev. Ringletaube, the first Protestant missionary to evangelise in Travancore, started a school in the village of Mylady in 1806. The missionary agencies that operated in Travancore since the beginning of the 19th century were the London Missionary Society (L.M.S) in the South and Church Missionary Society (C.M.S) in the central and northern areas. In Malabar, it was the Basal Evangelical Mission which took control of the educational efforts in the early 19th century. Although there was a heavy accent on religious subjects in missionary schools, their syllabus did not neglect

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secular subjects altogether. They also chose Malayalam or Tamil as the medium of instruction in these schools. Missionaries started both English and vernacular schools all over Kerala from 1806. Education of the lower castes-both Ezhavas and Shanars as well as of slave castes was an exclusive preserve of the missionary schools till the government came into the field by the end of 19th century. As early as 1839 the missionaries are reported to have prepared a plan for the emancipation and education of the children of slaves in Cochin and Travancore. They not only started separate schools for lower caste children but also admitted them in regular school. These schools were open to all castes during a period when the government neglected the development of education for the lower castes. In the schools, children of different castes were put together under one roof, which was itself a matter amounting almost to a social revolution in those days. Another area in which missionaries were active was that of female education. They started girl schools to surmount the reservation on the part of the parents to send their daughters to mixed schools. To promote female education, a pamphlet entitled "On the advantages of female education" was printed and distributed free by the missionaries. There were 15 girls' schools and 361 girl students in Southern region alone by 1837. The missionaries were the first to appoint female teachers for inspiring the parents to send their girls to schools, a measure which took into account the reality of the situation. Technical training was also an area which was initiated by the missionaries. Trade schools were started with the aim of raising up a class of Christian artisans for construction of mission building. Subjects taught in these schools included printing, book-binding, tanning and currying of leather etc. Thus it was found that missionary activities were in the areas of lower caste education, female education and technical training, areas neglected by traditional system and not yet taken up by the government. However, the government supported all their activities with aids in cash and kind like thousands of acres of land, timber and other building materials and labourers. Local public also donated liberally. Missionaries also used all the influences at their command over their laity to raise monthly subscriptions from the households both in cash and kind. The contribution made by the missionaries to the cause of education during the l9th century was significant not purely in terms of the numbers that they turned out, but in terms of awareness that their efforts instilled in the minds of the depressed classes about their social rights and the minds of the higher castes in society about the danger to their social power inherent in giving a free hand to the missionaries in the field of education. The missionary activities had also an effect on the governments' educational policy. Government feared that the missionary activities might lead to large conversion. Kings and high caste Hindus were very suspicious about the missionary activities in the field of education. Hence the government started a large number of government and other private schools with a view to countering the growing influences of the missionaries and to attract large section of the people who had kept away from Missionary schools. Thus it is seen that missionary activities both directly and indirectly made significant contributions in the field of education. They have initiated modern education in many parts of the state in the first half of the 19th century. Their involvement in the vernacular education made considerable contributions to the spread of mass literacy.

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Kerala Education Today : Schools and colleges are mostly run by the government, private trusts, or individuals. Each school is affiliated with either the Indian Certificate of Secondary Education (ICSE), the Central Board for Secondary Education (CBSE), Kerala State Education Board or the (NIOS). English is the language of instruction in most private schools, while government run schools offer English or Malayalam as the medium of instruction. Government run schools in the districts bordering Karnataka and Tamil Nadu also offer instruction in Kannada or Tamil languages. A handful of Government Sanskrit Schools provide instruction in Sanskrit supplemented by Malayalam, English, Tamil or Kannada. After 10 years of secondary schooling, students typically enroll at Higher Secondary School in one of the three streams—liberal arts, commerce or science. Upon completing the required coursework, students can enrol in general or professional degree programmes. Kerala topped the Education Development Index (EDI) among 21 major states in India in year 2006-2007. Quality of Education : In spite of the large number of educational institutions in the state, the quality of education at all levels in Kerala has been showing a decline due to financial constraints resulting from quantitative expansion of the sector. A study published in 1999 by the Centre for Socio-economic & Environmental Studies states that while the dropout rates are very low in primary schools, the same increases in the ninth and the tenth standards in Kerala. This is particularly true about SC/ST students. Schools showed that only 73% of the students joining at 1st Standard reach the 10th Standard . In the case of scheduled caste students, only 59% reach the 10th standard. 60% of Scheduled Tribe students drop out by the 10th standard. Another major indicator of the inefficiency of Kerala's school education system is the large-scale failure of the students in the matriculation examination. Only about 50% of the students who appear for the examination get through. But at present the percentage of results has been considerably increased because of major interventions by the government in the areas of curriculum and teacher training. In March 2015, 98.57% students qualified for higher studies in the matriculation Examination. Universalisation of Education: Relative Roles of the State and Private Sector : Recently Kerala has witnessed the entry of a large number of self financing institutions in both school (mostly English medium) and higher education sectors. They charge very high fees and are run largely on commercial lines. Fees cover not only the recurring costs, but also the capital costs. ‘What the traffic can bear’ is the principle of charging the fees. In the process, they also make profits though their investment is next to nothing. Even the government agencies are engaged in this commercial venture making access to higher and technical education dependent entirely on the paying capacity of the students. It is the government’s inability and unwillingness due to financial difficulty which has led to mushrooming of self financing institutions in Kerala. It appears that the pendulum has been swinging from one extreme of near total fee subsidy to the other extreme of zero subsidy. This situation is unheard of even in the most conservative capitalist countries. At present, the government has no effective control over these institutions. The task now is to restore the lost balance between the role of the government and the private agencies in management and financing. Terms of relationship between the two have to be re-negotiated without sacrificing the larger long term societal goals.

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Research in Kerala : Kerala Education system is neither research oriented nor updated. Hence research aptitude is not properly developed during the course of study. This is the one of the main reason why Kerala is not getting a broad exposure in the research field. Nowadays students are more attracted towards professional studies so as to settle with a job soon after finishing the course. This restricts the number of enrolments for Ph.D degree in various universities in Kerala. Often the difficulties faced by the research scholar from the supervisor are another important factor to be considered. Apart from these the deficiency and delay of fund also affects the progress of the research work. Lacks of expertise, resources, mobilization, and dissemination of research output to the society are the other major problems encountered in the research field. A careful analysis of the situation is necessary to eliminate the trend and for the building of the research sector. PhD is mostly a self driven and self taught degree with the PhD program and the supervisor gently aiding the process. The PhD program and supervisor should help mostly in creating a favourable atmosphere and pleasant environment in which the scholar gets motivated to excel. A committee should be formed at the university level to address the problems faced by the research scholars. Also reasonable fund shall be allotted to the scholars analysing their research needs. A general awareness has to be extended to the future generation on the possibility of research as a career since it is vital for the prosperity of our state. Even though research is tough, it is extremely rewarding and satisfying career. Increasing research is imperative in the current scenario, Kerala can no longer ignore. Mass media and its impact on Kerala education : Kerala is one of the highly media alert society. Media playing a major role in societal development and educational enhancement. An informed society features continuous evolution and increment of quality and quantity. At its turn a progressive society can assure places of work and as a result a higher quality of life and financial stability of the population. This is the reason why we tend to a more informed society. And an informed society is built by/of/ and for educated people. Passage to an informed society is a gradual and difficult process, but not an impossible one. First of all, it should be done on all levels (cultural, social, and politic). Second, it should be implemented beginning with youngest representatives of society, inserting the newest informing methods in educational institutions. Finally, and the most important, to assure free access to information and effective means. Dozens of newspapers are published in Kerala. The principal languages of publication are Malayalam and English. The most widely circulating Malayalam-language newspapers include Malayala Manorama, Mathrubhumi, Madhyamam, Suprabhaatham, Kerala Kaumudi, Desabhimani, Deepika, Mangalam, Janayugam, Thejas, Varthamanam, Chandrika, Janmabhumi, Siraj Daily,Udaya keralam and Metro Vaartha. Among list of Malayalam periodicals major Malayalam periodicals are Mathrubhumi weekly, Madhyamam weekly, India Today Malayalam, Dhanam (Business Magazine),Chithrabhumi, Balarama (Comics), Thejas, Kanyaka and Bhashaposhini. Internet service was started by ISPs like Kerala Telecommunication and VSNL in the year 1998. In the same year BPL, a private mobile service provider introduced mobile telephony in Kerala.

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Doordarshan is the state-owned television broadcaster. Multi system operators provide a mix of Malayalam, English, and international channels. The first group to enter the television field was Asianet in 1993, followed by Surya TV in 1998. Kairali TV started broadcast in the year 2000. Multiple channels then started broadcasting including general entertainment channels like Jeevan, Amrita, Jai Hind, Asianet plus, Kiran TV, Kairali We, news channels like Indiavision, Asianet News, Reporter TV, Manorama News, Kairali People, Mathrubhumi News, Media One TV and religious channels like Shalom, PowerVision TV. The only government owned channel in Malayalam is VICTERS Educational channel-Versatile ICT Enabled Resource for Students which is working under IT@School Project of General Education department, Kerala In Kerala, Radio had a very vital role in communication.All India Radio, the national radio service, reaches much of Kerala via its Thiruvananthapuram 'A' Malayalam-language broadcaster. After AIR Malayalee audiences . Radio Alakal, the first Community radio in the state, started narrowcasting from Trivandrum on 1 May 2006. Kerala's First private FM station, Radio Mango 91.9, was launched on 29th, November 2007 in Calicut, sparking off the FM revolution in the state. Today, Kerala has a host of private FM channels that are fast gaining influence among its population. The history of Malayalam cinema begins with Vigathakumaran a silent film made by J.C. Daniel in 1928. The first Malayalam talkie, Balan, came out in 1938. Udaya Studio, the first professional film studio of Kerala was set up in Alappuzha by Kunchako in 1947. Another landmark was the release of Chemmeen in 1966, directed by Ramu Kariat, which won the President’s Gold Medal for the best Indian film.The first co-operative society for film production, Chitralekha Film Co-operative was promoted by Chithralekha Film Society. This first film society of Kerala was started in 1964 by Adoor Gopalakrishnan and Kulathur Bhaskaran Nair. Kerala Model of Development and Investment in Education : Kerala is the only State which follows the recommendation of Kothari Commission by spending about 6% of its SDP on Education. The Kerala model of development is characterized by high investment in Education and health that giving rise to high physical quality of life. This has led to Kerala achieving an unprecedented social development and scores high on all social indicators well ahead of all the other Sates in India. But the economic development does not keep pace with the social development ,the indices of which is even comparable with developed countries. Kerala’s achievement in education lies in high literacy rates, free and universal primary education, low dropout rates at the school level, easy access and gender equality. The growth of education has got hastened with the social reform movements but the State could not maintain the attainments made and failed to meet the challenges of rising demand for funds, enrolment expansion etc. From the fifth five year plan onwards the expenditure on education in Kerala marked a decline. And melancholy the share of education in total budgetary expenditure has been declining steadily from 32.5% during fifth plan to 27.0 % during eighth plan. The inadequate provision for Kerala education sector by planning commission and finance commission, the reduction in funding by central govt funding agencies like UGC, declining investments by private management and local bodies, inadequate.

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Through the literacy Act under taken by the Government nationwide, most of the States has achieved more than 40 percent literacy in most of the states even decades ago. And Kerala is leading much ahead of other parts of India in achieving the goal of universalizing the elementary education. The state ranked first in Human Development Index (HDI) among all other States in India. Kerala despite being honoured for its literacy level has got a struggling situation to hold back its HR due to lack of opportunities in home state. So Kerala now viewed as a state with raw materials for the socio-economic profusion but prodigality towards non-value based and non-skilled educational style of mugging up paper knowledge ruined the quality of outcomes and cease the socio-economic growth. Even by 1971, a little over 60 percent of Kerala’s population was literate against the 29 percent of all India. Now Kerala becomes the supplier of brains & talents to other states & globally, not being used for self opulence. Conclusion: The Investment in Education will be reflected in the National Income and Economic Growth of a State. At some point it is contentious to ask about the relationship between economic growth and social growth. What should come first or what leads to the other, it is almost like debating about egg & hen. The stress must be given to the factor which is essential for both, i.e. “Education” and its application. But what if the former is in abundance & later lacks. And this is not a situation that is in papers but in real world. Looking on to the scenario that was mentioned before, it can be found that it isn’t a suddenly occurred oddity rather it budded and grew along with the competitiveness and propensity to acquire knowledge. These are when talking in global perspective, but if considering nationally and locally it is shocking that the number of educated unemployed are growing at an alarming rate which again results to drag in economic as well as social growth. Reference: 1. History of Educational initiatives in Kerala., retrieved on 03-08-2015 from http://shodhganga.inflibnet.ac.in:8080/jspui/bitstream/10603/6358/9/09_chapter%203.pdf 2. https://en.wikipedia.org/wiki/Media_in_Kerala 3. Influence of the mass-media to educational process., retrieved on 05-08-2015 from http://www.educativ.info/edu/fact3e.html 4. Joachim, M.M. & Rasheed, R. (2015). Kerala Education System: De-Crowning? Kerala Education - Issues & Challenges.( Thamarasseri, I.) New Delhi: APH Publishing Corp. 5. Parvathy K.G. & Noujas V. (2015). Research Scenario in Kerala - An Overview. Kerala Education - Issues & Challenges.(Thamarasseri, I.) New Delhi: APH Publishing Corp. 6. Salim, A.A. (2015). Educational Development in Kerala : A focus on major issues. Kerala Education - Issues & Challenges.(Thamarasseri, I.) New Delhi: APH Publishing Corp. 7. Simister, J. Assessing the ‘Kerala Model’ Education is Necessary but Not Sufficient., retrieved on 03-08-2015 from http://sad.sagepub.com/content/6/1/1.abstract 8. Thamarasseri, I. (Ed.) (2015). Kerala Education - Issues & Challenges. New Delhi: APH Publishing Corp. 9. The Hindu Business Line. Quality of education on decline in Kerala., retrieved on 6 December 2014 from www.thehindubusinessline.in

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GUIDELINES FOR CONTRIBUTORS Dear Reader, International Journal of Education for the 21st Century (ISSN: 2349-5774) is a print/ bi-annual/ peer reviewed/ refereed multidisciplinary journal invites research papers/ articles from the academia. To include your articles in forthcoming issue, send your paper by Email. Contributors are requested to attach a copy right and authorisation form. As costs are involved in every stage of the publication process the author(s) need to contribute a minimum amount of INR 1000 (India) or USD 50 (others) for each accepted manuscript. Kindly note that if an article has 2 authors then the charges are INR 1500/-. If 3 authors are there then the charges are INR 2000/- and so on. All contributors will receive the copy of the journal once got published. The corresponding author will receive the copies on behalf of all the contributors. The publication cost to be remitted in the A/c (will be intimated with provisional acceptance for article) Guidelines for submission of article Format: MS word file, Font: Times New Roman, Size: 12, Language: English Structure: • Title • Name, Designation and Complete mailing address (e-mail & contact no.) • Abstract • Key words • Full-length Article (including Table, Figure, References): approx. 2000 words With Regards, Editor-in-Chief: Ph: +919446154254, [email protected] Co-Editor: Ph: +918713950146, [email protected]

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FORM IV The following is a statement about ownership and other particulars about INTERNATIONAL JOURNAL OF EDUCATION FOR THE FUTURE as required under the Registrar of Newspapers (Central Rules) 1956. 1 Place of Publication 2 Periodicity of Publication 3 Printer’s Name Nationality Address

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: Andhra Pradesh Bi- Annual : Dr. Adam Paul Patteti, : Indian : Dr. Adam Paul Patteti, Prasanna Social Service Organisation (PSSO), Guntur, Andhra Pradesh – 522236, India, Ph: +919419016671, E-mail: [email protected] : Dr. Adam Paul Patteti, : Indian : Dr. Adam Paul Patteti, Prasanna Social Service Organisation (PSSO), Guntur, Andhra Pradesh – 522236, India, Ph: +919419016671, E-mail: [email protected] : Ismail Thamarasseri : Indian : Assistant Professor, Department of Education, Central University of Kashmir, 190015, J&K, India.

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INTERNATIONAL JOURNAL OF EDUCATION FOR THE 21ST CENTURY (A Bi-annual/ Peer reviewed/ Multidisciplinary Journal) ISSN :

2349-5774

Vol. 2, Issue No. 1., January - June 2015

In this issue 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.

COVERAGE OF SYRIAN REFUGEE CONFLICT: A CONTENT ANALYSIS OF FOREIGN AND INDIAN MEDIA - Dr. J. Madhu Babu , I. Tarakeswara Rao & S. Venkateswarlu ROLE OF MEDIA IN IMPARTING PEACE EDUCATION - Dr. M. Syamala ATTITUDE OF D.ED. STUDENTS TOWARDS CULTURE OF PEACE - Dr. R.Yasoda & Mr. K. Dhanunjay Naidu IMPACT OF CERTAIN YOGIC PRACTICES ON THE VALUE BASED BEHAVIOUR OF PRIMARY SCHOOL CHILDREN - Dr. R. Yasoda & Mrs. P. Kumari PROMOTING PEACE EDUCATION THROUGH USE OF ICT TOOLS - Danish Nadim & Mujahid GANDHIJI’S RELIGION AND STUDENTS - R. Sambasivarao & Dr. N. Rajasekhar HUMAN RIGHTS ABUSES IN JAMMU AND KASHMIR - Mohammad Amin Rather GLOBALIZATION, PRIVATIZATION, LIBERALIZATION AND PEACE EDUCATION V. Gnanavel & P. Chitra LIFE SKETCH OF HIS HOLINESS DALAI LAMA AND HIS CONTRIBUTIONS TO PEACE EDUCATION - Jalli Pothuraju & Dr. G. Yashoda SIGNIFICANCE OF PEACE EDUCATION IN PRESENT SCENARIO - M. Srinivasa Rao ONLINE FREE ANTI-PLAGIARISM TOOLS: A COMPARATIVE STUDY - Javaid Ahmad Bhat & Sofi Gh Mohiuddin Jeelani PSYCHOLOGICAL ASPECTS OF PEACE EDUCATION - Ch. Asha Latha & Dr. Sudarsan Raju Chandolu THE REAL PURPOSE OF EDUCATION - Dilip Bathena PROBLEMS FACED BY FIRST GENERATION STUDENTS IN HIGHER EDUCATION Ulfat Ali Lone AN APPROACH TO EDUCATION FOR PEACE: CONCEPTS AND CONCERNS - V. Roshan Virgil & K. Bharathi PROMOTING PEACE EDUCATION - R. Aravind Kumar & K. Suresh Kumar PEACE EDUCATION AND CONFLICT ANALYSIS - Dr. I. Victoria Susan & N. Veera Vasantha Kumari SIGNIFICANCE OF PEACE AMONG INDIVIDUAL AND YOUNG MINDS - Kiran Babu Polanki & Donekham Xaythiraj PLACE OF EDUCATION IN BUILDING PEACE - P. Charles ATTITUDE OF B.Ed. COLLEGE STUDENTS TOWARDS YOGA EDUCATION - Mr. T. Sanjay Babu & Dr. Yeasmin Sultana A STUDY ON YOGA AND PEACE EDUCATION AWARENESS AMONG B.Ed STUDENTS Dr. P. Madhava Rao & Dr. M. Rajendra Nath Babu THE KERALA MODEL DEVELOPMENT OF EDUCATION : AN APPRAISAL - Ismail Thamarasseri

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