Teacher Education for Peace and Harmony

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Foreword

Teacher Education

Peace & Harmony

Proceedings – International Seminar on Teacher Education for Peace & Harmony

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Foreword

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Foreword All human beings intrinsically want to live in peace and harmony and have been making continuous endeavour in this direction from times immemorial - of course, in accordance with their own understanding and worldview about life, happiness, prosperity and relationships with other human beings and the rest of nature. However, in order to ensure peace and harmony in practice at various levels of our living viz. at the individual level i.e., pertaining to peace within oneself; at the societal level i.e. pertaining to peace and harmony among human beings and at the level of Nature i.e. pertaining to harmonious co-existence with entire nature/existence – a correct appraisal of the reality and accordingly, inculcation of a correct worldview is essential. If peace and harmony be truly the innate human aspirations, then, why is it? - that we witness so much of conflict at the individual level, in family relations and in society; wars and strife among communities and nations and gross degradation of nature by human beings. This is a serious question for all human beings to ponder and to resolve. Without obtaining a correct answer to this important question, all attempts to bring in peace and harmony will only be superficial, transient and in the long run, elusive. During the last century, which happens to be an epoch of unprecedented developments through science and technology with tremendous human ingenuity, we witnessed two world wars with their highly destructive consequences and the threat of a totally annihilative third world war with the possibilities of a nucuear holocaust looms large on the humanity today. Despite the peace-keeping efforts of the United Nations and politico-economic measures to fight poverty and hunger at international level, the nations of the world have been gripped with cold war situations, racial and ethnic conflicts, terrorist and fundamentalist onslaughts, and political destabilisations in several countries. If we analyse the causes of such a malaise affecting severely the world faternity, the dignity and equality of human beings, the fundamental human rights, national amity and international understanding; we find that factors such as intolerance, racial and ethnic hatred, extreme violence for ulterior motives, growing disparities between rich and poor, exploitation of nature and insecurities at various levels are bringing untold misery to human beings as well as the other species on this planet. Infact, rapid degradation of our sustaining natural environment in a rather irreversible manner by various human activities, is posing a serious threat not only to global peace and harmony but to the very survival of mankind on Earth. 3

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Proceedings – International Seminar on Teacher Education for Peace & Harmony

At the personal level also – stress, anxiety, fear, insecurities, frustration and other such negativities are becoming rampant, snatching the internal peace and harmony of human beings. Is such a situation acceptable to us? Can we really call it development for welfare of human beings? Can we continue the ‘business as usual’? All of us have to ponder over it seriously and strive hard to find the way out. Thus, it is imperative for human beings to understand this situation in correct perspective and find an effective strategy to ensure peace and harmony. In fact, if we probe this question in depth, it would easily become clear that even though peace and harmony are universal human aspirations, fulfilling them in real life demands adequate culturing of the human mind, inculcating a holistic perception through proper education, providing correct understanding of the human reality as well as the inherent harmony in existence. As UNESCO proclaims, ‘since wars begin in the minds of men, it is in the minds of men that defences of peace must be constructed’. How is this to be achieved in the present context? - Is the next potent question to be resolved?

Role of Education in Promoting Peace and Harmony So, it becomes clear that appropriate education is the most important mechanism to deal with this malaise at its root. This involves appropriately moulding the human perception, human wisdom and, accordingly, human thought, behavior and action at individual as well as collective level. In this context, if we look at our present day education system all over the world, we find that, with the growth of science and technology in modern times, the education has become largely ‘skill-based’ and ‘information-centric’. The value dimension has been continuously languishing. On one hand, the traditional grip of religious establishments in shaping the values and worldview of the society has become feeble; on the other, no tangible mechanism has been incorporated in the education system to fulfill this need. It may be easily realized that values and skills play a mutually complementary role in promoting human welfare and in ensuring peace and harmony. The prevailing materialistic ethos and the consequent conflicts, maladies and paradoxes are directly a result of this great deficiency in our present education system. Hence, we can hope to move in the cherished direction only by making appropriate rectifications which involves the integration of appropriate and effective inputs of Education in Peace and Harmony (EPH) into our present education system. In recent years, this realization is slowly gaining strength all across the globe and several attempts are being made towards evolving suitable models and methodologies to integrate Education for Peace and Harmony (EPH) in the education system. But this awareness needs to become much stronger in intensity and more wide-spread so as to result in a tangible thrust towards the requisite research, experimentation, resource development and implementation at a large scale. Then only, such a colossal challenge can be adequately catered to. 4

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Importance of Teacher Education When we focus on the question - How to do it in the present context? How to do it in a manner so that it is effective and results in requisite transformation in the individuals? How to do it in a manner so that it is universally implementable? etc. etc., then the following factors seem to be significant viz., the clarity about the vision and philosophical framework, appropriate curricular model, content and pedagogical process, suitable environment conducive to value inculcation and lastly but most importantly adequate orientation and development of the teachers for peace and harmony. In fact, the teacher is the ‘kingpin’ of the cherished transformation and hence, teacher education is perhaps the most crucial task to initiate the education in peace and harmony. The teacher himself/herself has to undergo perceptional transformation and become the ‘agent of change’ and a model for emulation. The present seminar is devoted to this important theme, viz., ‘Teacher Education for Peace and Harmony’.

The Present Initiative of IASE (D) University Realizing the importance of this theme, IASE (D) University which is a constituent institution of Gandhi Vidya Mandir, Sardarshahar, Rajasthan has taken an initiative to organize this ‘International Seminar on Teacher Education for Peace and Harmony’. IASE has grown to be a premier institution for teacher education and is motivitated by the Gandhian vision and value-based ethos instilled by its founder, Swami Ramsharan ji. It is committed to make substantial efforts towards education for peace and harmony. The other collaborators to this seminar include Gujarat Vidyapeeth (Deemed University), Ahmedabad, Gujarat; Jain Vishwa Bharati University, Ladnun, Rajasthan; The Temple of Understanding – India, New Delhi; National Spiritual Assembly of the Bahai’s of India, New Delhi; and Global Harmony Association, St. Petersburg, Russia.

Swami Shri Ramsharan ji Maharaj Founder of Gandhi Vidya Mandir

This seminar was organized from 11-13 February, 2012 in the serene environment of the Gandhian Darshan premises at Raj Ghat, New Delhi, adjacent to the ‘samadhi’ of Mahatma Gandhi – the apostle of peace and harmony. Meticulous preparations were made and a large number of renowned educators, experts in value education, peace workers, civic leaders, religious stalwarts, govt. officials and media persons were invited to participate. 5

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Two pre-seminar workshops were organized to have detailed consultation for planning the modalities of this seminar. A large number of foreign delegates could also be motivated to participate in this event. The seminar was dedicated with reverence and gratefulness to the memory of Sh. L.M. Singhvi – Former Chancellor of IASE University and an illustrious scholar with deep concern for education in peace and harmony.

The Focus of Deliberations and Spectrum of Participation The whole deliberation was focused on the following four main themes viz., (i)

The Universal vision and Philosophical framework for Education in Peace and Harmony (EPH).

(ii)

Current Trends of Teacher Education: Issues and Challenges.

(iii)

Effective Curricular Models for EPH

(iv)

Implementational Strategies

Further, for detailing, these main themes were divided into 15 sub-themes which are descibed in the executive summary. On each of these sub-themes, relevant experts were identified to make lead presentations during the plenary sessions. For discussion in the thematic sessions, about 100 papers were selected out of around 280 papers received from various authors. A compendium consisting of the abstracts of these papers was made available to the delegates at the time of the seminar. The main discussion took place in the four plenary sessions after the inaugural session. Each plenary session was followed by three parallel thematic sessions for detailed deliberation and presentation of general papers. In addition, four special sessions could also be squeezed in between and these were devoted to the release of three important publications (closely related to the the theme of the seminar) and a detailed dialogue with the media persons highlighting the ‘Role of Media in promoting Peace and Harmony’. The following two books which were brought out by IASE University were released on this occasion during the special sessions; z

A Holistic View of Human Behaviour (Manav Vyavahar Darshan)

z

ABC of Harmony

In addition, a special issue of the value-promoting magazine ‘Sanskaram’ was also released in co-memoration of this seminar. Emerging from the presentations and deliberations during the plenary sessions, thematic sessions and special sessions, salient recommendations were drafted and discussed for suggestions in the General Discussion Session and were finally finetuned in the 2-day post6

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seminar workshop at IASE University campus, Sardarshar (Rajasthan) held from 14 - 15 February, 2012. During the post seminar workshop, about 20 foreign delegates and 30 Indian delegates visited the IASE University campus, participated in the special prayer meeting and interacted with several faculty and students. The main objective of the post seminar workshop was to visualize the modalities of incorporating some of the major recommendations of the seminar in the curricula of teacher education programmes running at IASE University.

Salient Outcomes of the Seminar The seminar proved to be extremely fruitful in bringing together so many top experts and stalwarts from all sections to contribute to this important theme and generate the much needed awareness, enthusiasm and clarity about various aspects pertaining to the implementation of this challenging task. It also provided clarity about the vision and valuable guidelines for taking the process of teacher education for peace and harmony forward. The recommendations of the seminar include significant suggestions about (i) inclusion of salient societal concerns conducive for peace and harmony in the materials and methods of teacher education programmes, (ii) development of a framework for teacher education for peace and harmony, (iii) exposure to innovative curricular models for EPH (iv) Strategies of implementation of the programme for EPH, (v) need for setting up Centres of Excellence to provide thrust to research, resource development and teacher orientation towards EPH etc. This seminar has enthused IASE University and several other such institutions to work together in this direction with redoubled effort. Infact, I am happy to share that IASE University has already initiated steps towards incorporating some of the recommendations and is committed to initiate research, pilot experimentation for curricular development and networking with other working groups and institutitions working in this direction to develop a framework for teacher education for peace and harmony.

Grateful Acknowledgements I am highly indebted to all the dignitaries as well as the learned Indian and foreign delegates who could find time to attend this International Seminar and made their valuable contributions. My sincere gratitude goes to the organisations who collaborated with the IASE (D) University in making the seminar successful. It would be our sincere endeavour to carry forward the recommendations of the seminar in letter and spirit. I gratefully acknowledge the guidance provided by the members of the Board of Advisors – National and International, Chairpersons, Co-Chairpersons of the Sessions, members of the Organising Committee and Advisory Board for their valuable contributions. 7

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My special thanks are to Dr. Dinesh Kumar, seminar director and Dr. Surendra Pathak, seminar convener for meticulously planning and organising the seminar successfully. I wish to put on record my sincere appreciation to Prof. R.R. Gaur, Prof. Puran Chand and Dr. J.D. Sharma, and other members of the editorial team for their valuable contribution towards the preparation of this report on proceedings. Finally, I wish to express my sincere thanks to Sh. M.L. Bhatt, Vice Chancellor, IASE (D) University and his whole dedicated team – the academic and administrative staff of the University and Gandhi Vidya Mandir, relatives and friends, who have toiled hard to make this seminar a real success. K.M. Dugar Chairman, Organizing Committee Chancellor, IASE Deemed University President, Gandhi Vidya Mandir July, 2012

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Executive Summary Backdrop Peace and harmony have been the universal and eternal human aspirations. In fact, all material or physical development is also finally targeted to enable all human beings to live in peace and harmony - adequately fulfilling their physical needs and inculcating skills, values and attitudes which are conducive to live in peace at the individual level, live in peace and harmony with other human beings and finally, be in harmonious co-existence with rest of nature. In the final analysis, all developmental goals must cater to this universal aspiration only. In modern times, as a result of phenomenal developments in Science and Technology and their proliferation in all human activities, there is increased human mobility and interconnectivity using the modern gadgets of transportation and communication. As a result, there is tremendous amount of cross-cultural interaction and globalization of trade, commerce and industry transforming the entire world into a global village. However, in order that such a global interaction actually results in peace and harmony at various levels, what we need most is a global mindset, a correct understanding of the inherent interconnectedness and co-existence in nature of which the human beings are an integral constituent. Unfortunately, the vision, mechanism and the efforts to develop such a mindset among human beings are conspicuously missing from our present education system. As a result, the increased potency and connectivity achieved through Science and Technology is only giving rise to greater conflicts, strife, disparities, violence and gross degradation of natural environment thwarting not only peace and harmony, but also endangering even the very survival of human beings and other species on this planet. Thus, it is the prime responsibility of educators and policy makers all over the world to realize this important need adequately and incorporate suitable modifications in the education system to inculcate such a global mindset and universal human values in an effective way. Traditionally, religious establishments had carried out the responsibility of shaping the values of the society usually employing faith-based methodologies. However, with growth of modern science, the grip of religious quarter and purely faith-based systems has become less effective. Now, the acceptability is more towards rational and scientific approaches, exploratory and verifiable methodologies instead of mere faith-based techniques. Such methodologies have as yet not found their due place in the modern education system. In fact, with growth of modern science and technology, our education system has become more and more ‘skill11

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biased’ and ‘information-centric’ rather than value-focusing. As a consequence, the prevailing ethos has become more and more materialistic leading to all sorts of conflicts and maladies. Hence, the need clearly stands out to develop appropriate models for integrating Education in Peace and Harmony (EPH) in the present day education system in an effective way. Needless to assert that in order to carry out the above task effectively, adequate education and preparation of the teacher to make them competent for this difficult task is essential. Therefore, in addition to making available a suitable curricular content and pedagogical process and a conducive learning environment, ‘Teacher Education for Peace and Harmony’ becomes the most crucial step. Realizing this, the present International Seminar focusing on this theme was organized to gain clarity on various issues such as the vision, the content, teacher orientation and the implementational strategies for education in peace and harmony, in general, and Teacher Education in Peace and Harmony (TEPH) in particular. The Charters of the world bodies as well as the constitutions of various nations, all exhort and provide guidelines for generating requisite thrust in this direction. These provide a framework for promoting brotherhood, cooperation, peace and harmony and enshrine various directive principles based on human values which are conducive to promotion of peace and harmony. The need for integrating value education (VE) or the education for peace and harmony (EPH) into the main stream education curricula has been repeatedly and forcefully expressed by all the Education Commissions and Expert Committees. They have also highlighted the need for developing materials and methods to take care of important societal concerns like democracy, sccularism, social justice, social reforms, protection of environment and national integration etc. UNESCO also defines the key objectives of education in terms of the following four pillars viz., Learning to know Learning to do Learning to be and Learning to live together How to achieve these cherished objectives in practice is an important educational challenge of our times. The presentations and deliberations of this seminar addressed to various aspects relevant to fulfillment of this important need i.e. the need for integrating EPH in the present education system and appropriate teacher education for the same. Instutite of Advance Studies in Education (IASE), Sardarshahar, Rajasthan which is now a deemed University, has been a prominent hub for teacher education and is also dedicated to the Gandhian ethos as well as the universal human values. Realizing the above need, IASE, (D) University and Gandhi Vidya Mandir, Sardarshahar took the initiative of organizing this ‘International Seminar on Teacher Education for Peace and Harmony’ with the collaborative support of the following organizations. 12

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(i)

Gujarat Vidyapith (Deemed University) Ahmadabad, Gujarat

(ii)

Jain Vishwa Bharati University Ladnun, Rajasthan

(iii)

The Temple of Understanding - India, New Delhi

(iv)

National Spiritual Assembly of the Baha’is of India, New Delhi

Peace & Harmony

The International support for the programme was received from the ‘Global Harmony Association’ St. Petersburg, Russia. The seminar was organized at the premisesn of ‘Gandhi Darshan’ at Rajghat in the close vicinity of Mahatma Gahndhi’s samadhi, from 11 to 13 February, 2012. The main seminar was preceded by two preparatory consultation workshops and was immediately followed by a two-day post seminar workshop at IASE University campus, Sardarshahar, which was held on 14-15 February, 2012. The main objectives of the Seminar were delineated as follows: z

To appreciate the current challenges of teacher education in context with the introduction of education for peace and harmony (EPH).

z

To update the teacher education according to global norms established by UNESCO and other bodies.

z

To develop skills among teacher trainees in human values, harmonious living with co-existence.

z

To promote inter-disciplinary research activities for education for peace and harmony.

z

To create awareness among teachers for development of activities for peace and harmony education.

z

To frame an outline of a model curriculum of teacher education for peace, harmony and human values.

z

To articulate and identify the activities, contents, programmes for promoting peace and harmony.

z

To facilitate establishment of International Centres of Excellence in ‘Teacher Education for Peace and Harmony’.

For the purpose of deliberation the following four main themes were identified; z

The Vision and Philosophical Framework for EPH

z

Current Trends of Teacher Education: Issues and Challenges

z z

Effective Curricular Models for EPH Implementational Strategies 13

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The above theme areas were further detailed out into the following sub-themes, based on which papers for the seminar were invited. In addition, experts were also identified to make lead presentations in the plenary sessions of the seminar focusing on each of the following sub-themes: 1.

Relevance of universal human values and peace based education

2.

Humanization of teacher education

3.

Global trends and new scenario of teacher education

4.

Dimensions and relationship of peace education with foundations of education

5.

Teacher educational governance: Issues and Challenges

6.

Co-existence and harmony through teacher education

7.

Skills and activities for teacher education for peace and harmony

8.

Preparing peace teachers and peace workers in the community

9.

Role of teacher in multicultural and multi-ethnic society

10.

Peace based integrated curriculum for teacher education

11.

Education for peace towards a millenium of well being

12.

Integration of Peace and Harmony in Curriculum of the Secondary and the Senior Secondary stages

13.

Ecology in Education for Peace: Implications for teacher education

14.

Pedagogy for transaction: Implications

15.

Integrating peace and harmony in teacher education curriculum at different stages

In all, 282 papers were received - 221 in English and 61 in Hindi out of which 100 papers were selected for presentation in the thematic sessions The Format of Deliberations The main scheme of deliberation consisting of the plenary session was as follows: Inaugural Session Plenary Session – 1: Universal Vision and Philosophical Framework Plenary Session – 2: Global Trends – Issues and Challenges Plenary Session – 3: Effective Curricular Models Plenary Session – 4: Implementation Strategies General Discussion Session Valedictory Session 14

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Each plenary session was followed by three parallel thematic sessions enabling more detailed discussion on the corresponding sub-theme. The summary of proceedings of the above plenary sessions is given in Section-I while the highlights of the lead papers presented in the above four plenary sessions are given in Section-II. The summary of proceedings of the 12 thematic sessions is presented in Section-III. In addition, four special sessions were also interspersed in between the main sequence of sessions. The special sessions focused on the content of the two publications brought out by IASE University and a special issue of the magazine ‘sanskaram’ which were released in co-memoration of this seminar. The books released during the special sessions are: (a)

ABC of Harmony (an anthology of articles on various aspects of global peace and harmony

(b)

A Holistic View of Human Behaviour (The English translation of Manav Vyavhar Darshan, part-I by Sh. A. Nagraj).

One special session was devoted to the discussion on ‘The role of media in promoting peace and harmony’. This session was attended by a number of prominent media personalities and resulted in very fruitful discussion. The summary of proceedings of these special sessions is given in Section-IV. The post-seminar workshop focused on finetuning of recommendations and the possibilities of curricular modifications in the teacher education programmes, in consonance with the recommendations of the seminar. The highlights of the proceedings of this workshop are given in Section-V and the minutes of pre-seminar and post seminar workshops are also given in the annexures. Based on the deliberations of the plenary sessions, thematic sessions and the special sessions, the salient recommendations of the seminar were drafted, discussed in the ‘General Discussion’ and were finally finetuned in the post-seminar workshop. These recommendations are given at the end of this executive summary.

An Overview of Deliberations – Emerging Insights, Concerns and Guidelines The salient insights, concerns and guidelines on various aspects of teacher education for peace and harmony as emerged from the presentations and deliberations of the seminar are summarized below:

The Need for Integrating EPH in the Education System and the Importance of Teacher Education for this Task The need for integrating appropriate inputs of EPH effectively in the present education system was stressed in unequivocal terms by all the speakers. It was also unanimously agreed that to fulfill this need, thrust on development of suitable curricular models and 15

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supporting activities, effective pedagogical process, a conducive constitutional environment and above all, a rigorous teacher education programme was necessary. This required a concerted all round effort in this direction necessitating dedicated R&D, resource development, teacher orientation and implementational experiments, finally stabilizing the inclusion of EPH and its proliferation in the education system. The role of policy making and monitoring bodies as well as implementing agencies will also be vital to meet this challenge. The teachers are torch bearers of any move to bring about enlightenment and peace in society. We need a sound knowledge base, appropriate skills and methods to transcribe a blue print for peace and harmony into action. This stupendous task requires us to build up a culture which epitomizes humanistic values, intrinsic as well as extrinsic.

The Vision and Philosophical Framework for EPH The salient universal human values which were repeatedly highlighted by the speakers include Honesty, Peace, Nonviolence, Righteous conduct, Compassion etc. Sincere efforts are needed to inculcate these through proper education process. An important vision that emerged from the discussion is that the core issue of Value Education (VE) or the Education for Peace and Harmony (EPH) is to change the mindset i.e. to affect a transformation in the worldview towards holistic perception in consonance with the right understanding of reality. So, value education is a process of developing human consciousness (chetna-vikas). This is best done by facilitating attention on various aspects of reality through self-exploration so as to develop right understanding about the human being himself/ herself, about human happiness, about the comprehensive goal of life, about human-tohuman and human-to-nature relationships. It requires an appreciation of the inherent harmony, interconnectedness, co-existence and self-regulation in the entire existence of which the human being is an integral constituent. This philosophical framework to systematically discover the truth of the human reality as well as the inherent harmony in existence can provide a universal and sound basis for developing education in peace and harmony. In order to initiate such a transformation as mentioned above among the learners, it becomes imperative to introduce a well designed foundational input as the first necessary intervention in the curricula. In addition to this foundation input, it will be necessary to make appropriate modifications in the content and teaching style of all other subjects so as to incorporate salient societal concerns conducive to promote peace and harmony which are in accordance with the holistic perception ingrained through the foundational input. An elaborate exposure during the seminar was made by several authors about a unique philosophical framework called Madhyasth Darshan – Sah Astitvavad propounded by Sh. A. Nagraj of Amarkantak which facilitates the exploration of human reality vis-à-vis a rest of existence can be instrumental in the universalisation of EPH in the present context. It will be desirable for educators in peace and harmony to evaluate this framework seriously and test its efficacy for EPH. 16

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Broadly, these societal concerns are as follows: 1.

2.

Democracy 1.1

Basic equality of individuals.

1.2

Freedom of expression and liberty.

1.3

Social or public good more important than private gains

1.4

Respect for and acceptance of the will of the majority.

Secularism 2.1

3.

4.

5.

Religious tolerance -

Condemning narrow religious parochialism and religious intolerance.

-

Freedom of religious beliefs and worship.

2.2

Equal (positive) respect for all religions and ethnic groups.

2.3

Condemning casteism, communalism and sectarian conflicts and prejudices.

2.4

Making efforts enthusiastically for peaceful co-existence with all groups.

Social Justice 3.1

Emphasizing equality of sexes.

3.2

Emphasizing removal of social and economic disparities. -

Removing discrimination, prejudices etc., transmitted through social environment and accident of birth.

-

Putting emphasis on social welfare and poverty alleviation programmes.

3.3

Advocating desirable social change and social mobility.

3.4

Supporting special and favourable provisions for weaker sections of the society.

Social Reforms 4.1

Disapproval of social evils (like untouchability, dowry, prostitution, child marriage, drug addiction, slavery).

4.2

Inculcation of moral and ethical values such as non-violence, kindness, courtesy, compassion, humanism, harmony, truthfulness, selfless action, dignity of manual labour, discipline, civic sense, social service.

Sustainable Development 5.1

Controlled use, care and concern as well as protection of environment from destruction and decay. 17

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5.2 6.

Individual and cooperative efforts with joy for positive development of natural and cultural environment.

National Integration 6.1

Understanding and appreciating unity in diversity of India’s heritage and composite culture of modern India.

6.2

Condemning disruptive and divisive activities and forces (linguistic, regional and ethic fanaticism). -

6.3

7.

Emphasizing that balanced development of various regions of the country would promote national unity.

Developing national pride in national unity, resources, monuments etc., and preparedness to sacrifice narrow loyalities and interests for maintaining and strengthening national unity and integrity.

International Understanding 7.1

Understanding interdependence of nations and humanity as a whole.

7.2

Dignity and worth of human person, furtherance of respect for fundamental human rights and global equality. -

Opposition to all forms of colonization and discrimination.

-

Advocating fair and just treatment to minority groups, other races and nationalities and ensuring that due respect is given to their contributions.

7.3

Developing a sense of world brotherhood with broad humane outlook and humane approach beyond narrow limits of nationalism.

7.4

Developing appreciation about the role of the World Bodies (United Nations, UNESCO, WHO, IMF, FAO etc.) for peaceful co-existence among nations and for progress of various regions of the world.

Another important insight which emerged pertains to the pedagogical process for EPH. Unlike other discipline EPH is not merely a process of information transfer but that of perception transformation. Accordingly the pedagogical process has to be in the form of systematically facilitating self-exploration among the learners rather than merely enumerating and preaching about a set of values or imposing certain do’s and don’ts. The learner has to be gradually guided to move towards discovering the truths of reality and identify one’s natural acceptance through one’s own volition. One has to clearly discern what is conducive to individual and collective happiness in a sustainable way.

The Need for an Essential Foundational Input in EPH After detailed deliberations, it became clear that since the main purpose for introduction of 18

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EPH was to affect consciousness development (Chetna Vikas) or the transformation towards holistic perception, a well designed Foundational Input has to be the first essential step in curricular modification. An effective curricular model and pedagogy has to be sought to make a beginning either in the teacher education curriculum or the education curriculum in general.

Broad guidelines for an effective and universally acceptable EPH input To find wide-spread acceptance in the education system the approach has to be based on universal human values i.e. it has to be universally applicable to all human beings and free from any particular sectarian biases. Moreover, to be effective in the modern context, it has to be rational, appealing to the natural acceptance of all human beings and experiencially verifiable and not dogmatic or prescriptive. Further, it has to encompass the domains of thought, behavior and action rather than being only an intellectual exercise. Finally, it should lead to harmony at the level of the individual (peace within); harmony among human beings and harmonious co-existence with entire Nature.

Current Trends in Teacher Education: Issues and Challenges The world-wide educational scenario, in general, is facing new challenges which are naturally reflected in the teacher-education systems as well. The salient factors influencing the new scenario includes very rapid developments in knowledge base, technological advances, multicultural and multi-ethnic nature of students population because of increased mobility and cross-cultural interactions with increasing globalization of commerce and industry, heterogeneity of student competences, proliferation of IT based open educational resources. This necessitates introduction of specialized teaching technique involving friendly tutoring, cross-age grouping, facilitating cooperative learning and discovery learning etc. Further, education for peace and harmony is a life transforming process. It cannot be adequately catered to by normal, academic, classroom type of contact only. Accordingly, special pedagogical techniques and interactional methods have to be employed which may include camps, social interaction and project work and specific value-consolidating practices. The teachers are expected to live out what they teach for which deeper commitment, conviction and interaction with students is needed. In the present scenario, whereby the materialistic propensities are gaining prominence in the society, sustaining adequate motivation and dedication towards teaching profession is also becoming a challenging task. Only an appropriate perceptional transformation among the teachers can address this problem. Pertaining to the teacher education governance, concerns such as mismatch between demand and supply, quality and seriousness of teacher orientation programmes and lack of competent candidate taking up teaching profession were mentioned. 19

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Effective Curricular Models for Teacher Education for Peace and Harmony EPH The availability of appropriate curricular models is the first necessary pre-condition for introduction of EPH. In order that a particular curricular input in EPH can be effectively adopted in the education system, the guidelines mentioned earlier are important. As mentioned earlier, the first step in curricular modification for EPH is to introduce ‘a foundational course’ targeted at the perceptional transformation of the pupils based on right understanding. So a suitable curricular model is needed for this purpose which fulfills the above guidelines and is also effectively communicable. Also the teaching methodology has to be that of systematically facilitating the process of self-exploration among the pupils. A foundation course based on Jeevan Vidya model (Madyasth Darshan Sah-Astitva vad) was presented in this seminar. This model has been extensively used for orientation of school teachers as well as teachers of higher technical education and has proved very effective for this purpose. Extensive experimentation and developmental work on this model has resulted in the development of adequate resource material and the design of an intensive teacher orientation programme. There are several other models which have been developed for the purpose of the foundational input by various socio-spiritual stalwarts which were referred but could not be discussed in detail during this seminar. All these models need to be explored seriously within the framework of guidelines mentioned above, further modified as needed and experimented for their wide-spread application in the education system. This can provide the real breakthrough towards integrating EPH. In addition to the foundation course, the development of a comprehensive EPH curricular package will involve curricular modification for integration of societal concerns in the material and methods of teaching other subjects, incorporating a few elective courses dedicated to EPH and supporting co-curricular activities. Some innovative work already done in this direction was reported by several authors.

Implementation Strategies for Facilitating Teacher Education for Peace and Harmony Finally, in order to actually implement the integration of EPH into the present education system, the following steps will be necessary: (a)

Spreading awareness through workshops, seminars etc. and through media, about the urgency of the need for EPH and proposing a plausible mechanism to fulfill this need will be helpful in developing the requisite motivation and commitment of educators, education administrators and other stake holders of education to work in this direction.

(b)

In fact, such a colossal effort needs to be pursued at various levels in a mission mode. On one hand, it needs appropriate initiatives of policy making and monitoring bodies such as MHRD, UGC, NCERT, NCTE etc. to make a concerted effort and provide 20

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necessary policy directives, incentives and support as well as appropriate norms and guidelines to carry this task forward. (c)

On the other hand, it demands extensive R&D work for curricular development, resource material, teaching and evaluation techniques and above all, the teacher orientation programmes. The pilot level experiments in implementing these innovative inputs will be helpful in validating and disseminating the new models.

(d)

It will be necessary to establish Centres of Excellence for Education in Peace and Harmony in various universities and prominent institutions of teacher education to carry out the above mentioned developmental activities in a rigorous way.

(e)

The framework of teacher education for EPH should include operation at the following four levels:

(f)

z

Orientation of in service teachers and other staff, in general

z

Orientation of pre-service teachers through curricular modification in B.Ed., M.Ed. courses

z

Specialized PG programmes for preparing teachers for EPH

z

Specialized research oriented (M.Phil., Ph.D) programmes for developing researchers and teacher educators (master trainers) for EPH teachers

Duly recognizing the importance of EPH by giving proper weightage in assessment and rewarding the value competence of teachers as well as the pupils and finally creating a conducive value based institutional environment.

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Salient Recommendations of this Seminar This International Seminar was successful in availing from the rich experience and wisdom of a large number of socio-spiritual stalwarts, thinkers, researchers and experts in teacher education, value education and peace education towards clarifying various aspects of integrating Education for Peace and Harmony (EPH) into the education system, in general and teacher education, in particular. The strong and urgent need for carrying out such an integration effectively in the present educational curricula and pedagogy etc. and creating the necessary wherewithal to implement it at a large scale in the education system was highlighted and appreciated in an unequivocal manner by one and all in the seminar. It was also realized that such a need has been expressed repeatedly by various prominent Education Commissions and Expert Committees and also by world bodies such as UNESCO, however, not much tangible development in this direction has percolated into the education system which continues to be more and more ‘skill-biased’ and ‘information-centric’. As a result, the serious hazards of such a deficiency are manifesting in the form of multiple global maladies grossly thwarting peace and harmony and endangering the very survival of human beings. Thus, it has become a serious challenge for all of us to provide requisite thrust in this direction, and devise ways and means to fulfill this need. This task requires a dedicated and concerted effort on the part of educators, researchers, educational administrators and policy makers etc. and has to be carried out in a mission mode. It will require clarity of vision, appropriate curricular models and pedagogical processes, requisite resource material, adequate teacher education programmes and creation of congenial environment and policies to support this effort. Dedicated research and development effort as well as pilot level experimentation is needed to make available effective curricular models and the necessary wherewithal for implementation. Finally, a systematic roadmap for integrating EPH effectively into the education system at a wide-spread level has to be visualized jointly by the policy making and regularatory bodies, the expert groups and the implementing institutions. Effective Teacher Education for Peace and Harmony is a crucial pre-requisite to this process. In this regard, the following guidelines and recommendations have emerged from the present seminar which has provided valuable insights and has also acquainted with some innovative work being carried out in this direction. 22

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Need for a Universal Vision and Philosophical Framework: The approach to develop an effective and widely acceptable curricular input for education in peace and harmony, it has to be universal in nature i.e. applicable equally to all human beings, based on universal human values such as honesty, peace, non-violence, love, compession, righteous conduct etc. which are also the common core values of all religions. Thus, it has to be secular and free from any sectarian biases etc. To be effective in the modern context, it has to be rational, appealing to the natural acceptance of all human beings and experiencially verifiable and not dogmatic or prescriptive. Further, it has to encompass the domains of thought, behavior and action rather than being only an intellectual exercise. Finally, it should lead to harmony at the level of the individual (peace within); harmony among human beings and harmony with entire Nature.

z

The Prime Objective is to bring about a ‘Change in Mindset’ – towards Holistic Perception An important vision that emerged from the discussion is that the core issue of Value Education (VE) or the Education for Peace and Harmony (EPH) is to change the mindset i.e. to affect a transformation in the worldview towards holistic perception in consonance with the right understanding of reality. So, value education is a process of developing human consciousness (chetna-vikas). This is best done by facilitating attention on various aspects of reality through self-exploration so as to develop right understanding about the human being himself/herself, about human happiness, about the comprehensive goal of life, about human-to-human and human-to-nature relationships. It requires an appreciation of the inherent harmony, interconnectedness, co-existence and selfregulation in the entire existence of which the human being is an integral constituent. A philosophical framework to systematically discover the truth of the human reality as well as the inherent harmony in existence can provide a universal and sound basis for developing education in peace and harmony. An elaborate exposure during the seminar was made by several authors about a unique philosophical framework called ‘Madhyasth Darshan – Sah Astitvavad’ propounded by Sh. A. Nagraj of Amarkantak which facilitates systematic exploration of human reality vis-à-vis rest of Existence can be helpful in the universalisation of EPH in the present context. It will be desirable for educators in peace and harmony to evaluate this framework seriously and test its efficacy for EPH.

z

Incorporation of Salient Societal Concerns in the Curriculum It was also strongly recommended that the material and methods of integrating EPH in the curricula should reflect adequately the following societal concerns: 23

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1.

2.

Democracy 1.1

Basic equality of individuals.

1.2

Freedom of expression and liberty.

1.3

Social or public good more important than private gains

1.4

Respect for and acceptance of the will of the majority.

Secularism 2.1

3.

4.

5.

Religious tolerance -

Condemning narrow religious parochialism and religious intolerance.

-

Freedom of religious beliefs and worship.

2.2

Equal (positive) respect for all religions and ethnic groups.

2.3

Condemning casteism, communalism and sectarian conflicts and prejudices.

2.4

Making efforts enthusiastically for peaceful co-existence with all groups.

Social Justice 3.1

Emphasizing equality of sexes.

3.2

Emphasizing removal of social and economic disparities. -

Removing discrimination, prejudices etc., transmitted through social environment and accident of birth.

-

Putting emphasis on social welfare and poverty alleviation programmes.

3.3

Advocating desirable social change and social mobility.

3.4

Supporting special and favourable provisions for weaker sections of the society.

Social Reforms 4.1

Disapproval of social evils (like untouchability, dowry, prostitution, child marriage, drug addiction, slavery).

4.2

Inculcation of moral and ethical values such as non-violence, kindness, courtesy, compassion, humanism, harmony, truthfulness, selfless action, dignity of manual labour, discipline, civic sense, social service.

Sustainable Development 5.1

Controlled use, care and concern as well as protection of environment from destruction and decay. 24

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5.2 6.

Individual and cooperative efforts with joy for positive development of natural and cultural environment.

National Integration 6.1

Understanding and appreciating unity in diversity of India’s heritage and composite culture of modern India.

6.2

Condemning disruptive and divisive activities and forces (linguistic, regional and ethic fanaticism). -

6.3

7.

z

Peace & Harmony

Emphasizing that balanced development of various regions of the country would promote national unity.

Developing national pride in national unity, resources, monuments etc., and preparedness to sacrifice narrow loyalities and interests for maintaining and strengthening national unity and integrity.

International Understanding 7.1

Understanding interdependence of nations and humanity as a whole.

7.2

Dignity and worth of human person, furtherance of respect for fundamental human rights and global equality. -

Opposition to all forms of colonization and discrimination.

-

Advocating fair and just treatment to minority groups, other races and nationalities and ensuring that due respect is given to their contributions.

7.3

Developing a sense of world brotherhood with broad humane outlook and humane approach beyond narrow limits of nationalism.

7.4

Developing appreciation about the role of the World Bodies (United Nations, UNESCO, WHO, IMF, FAO etc.) for peaceful co-existence among nations and for progress of various regions of the world.

The Proposed Strategy for Curricular Modifications towards EPH The following distinct steps are recommended for making curricular modifications for integrating EPH in the education system, in general, as well as in the teacher education curricula. (a)

The Need for an Essential Foundational Input in EPH Since the main purpose for introduction of EPH is to affect consciousness development (Chetna Vikas) or the transformation towards holistic perception, introduction of a well designed Foundational Input has to be 25

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the first essential step in curricular modification. An effective curricular model and pedagogy for such a foundational input is needed to make a beginning either in the teacher education curriculum or the education curriculum in general. (b)

Integration of Societal Concerns in the Teaching of various Subjects The second important step is to modify the content and teaching style of various subjects, integrating societal concerns so as to make them more conducive to the ethos leading to peace and harmony. This will require a long-drawn, serious developmental effort finally leading to an overhaul of the whole curriculum in the light of ‘right understanding’.

(c)

Introduction of Supporting Co-curricular Activities, Facilitating the Practice of ‘Living the Values’ This step is vital for providing the opportunity of translating the right understanding into behavior and action in real life. A number of activities and techniques such as involvement in community work, social internship, yoga, techniques of self-observation and self-evaluation, prayer and devotional/ patriotic songs and other cultural activities, self-study of inspirational literature/biographies etc. are desirable activities which have to be appropriately integrated into the educational programme for practical value inculcation.

z

Making Available Effective Curricular Models for Introducing EPH Effective curricular models incorporating the above mentioned elements are needed to be developed and validated through pilot level experimentation so that these may be used for wide-spread applications. In the first instance suitable models for the foundation course are needed. In recent years several attempts have been made to develop such orientational modules by socio-spiritual organizations, NCERT and some research groups. For example a foundation course based on’ Jeevan Vidya’ model which has been adequately developed and extensively tested among teachers as well as students has been found very effective. Several other models suitable for orientation were also mentioned. All these models need to be seriously evaluated in context with the guidelines mentioned above so that these could be implemented at a wide-spread level. Such a resource will be necessary to make a beginning in implementation.

z

The Desirable Pedagogical Process for EPH The pedagogical process also plays a very significant role in making a particular curricular input effective. It may be pointed out that unlike other academic disciplines, the education in peace and harmony involves a transformation process. To affect such a perceptional transformational, the pupils have to be 26

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systematically facilitated to carry out self-exploration and self-evaluation so that they can clearly identify and evaluate their beliefs and conditioning; and also learn to be in tune with their ‘natural acceptance’ which is universal. Further their attention needs to be focused on salient aspects of their own reality as well as the reality of the whole existence of which we are an integral part. Mere dogmatic injunctions and prescriptions about values will not work. Then the teacher also has to exemplify values through his or her own conduct. z

The Framework for Teacher Education for Peace and Harmony Introduction of education in peace and harmony demands a re-orientation of the whole institutional environmental which implies that the all the in service teachers and the other staff also need to be given proper orientation. Then, there has to be an orientational input in the training programmes of pre-service teachers. In addition, specialized EPH programmes will be needed to prepare the EPH teachers and EPH master trainers and researchers. Thus, the framework of teacher education for EPH will include operation at the following four levels:

z

z

Orientation of in service teachers and other staff, in general-for this the foundational input may be adequate

z

Curricular modifications in the teacher education programmes, (B.Ed., M.Ed. etc.) for Orientation of pre-service teachers

z

Development of Specialized PG programmes (say, M.A. or P.G. Diploma in EPH) for preparing teachers for EPH

z

More Specialized research oriented programmes (M.Phil., Ph.D, Postdoctoral etc.) in EPH for developing teacher educators (mastertrainers) and research resource persons for EPH

Duly Rewarding the Value Competence of Teachers and Promoting a Valuebased Institutional Environment In order to develop sufficient motivation among teachers towards EPH, it is essential to give due weightage to the value competence in all the assessment along with the academic or other skill-based competence and provide appropriate incentives for this. In general, education in peace and harmony demands efforts to make the whole institutional environmental conducive.

z

Need for Setting up Centres of Excellence to facilitate Dedicated Research work, Resource Material and Resource Persons Development and Teacher Education Programme in EPH In the light of above recommendations, it becomes imperative that a few Centre of excellence in EPH be set up so that systematic research work on curricular 27

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development to provide suitable models, development of requisite resource material and resource persons in EPH and teacher orientation programmes may be pursued. These will also act as resource centres for disseminating the incorporation of EPH at a wider level. z

Need for Networking and Coordinated Action Needless to re-emphasize that executing the above recommendations successfully requires substantial networking and coordinated action on the part of policy making and regulatory bodies such as MHRD, UGC, NCTE, NCERT etc. on one hand and the specialized research groups as well as selective implementing institutions, on the other to develop a framework for EPH and to provide the necessary policy directives and support for its wide-spread implementation. Since, a large amount resource, experience and wisdom for this task is traditionally available among the socio-spiritual organizations outside the portals of educational institutions, it will also be essential to develop a closer liaison and networking between these resource centres and the formal education sector to be able to cater to this challenge adequately.

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Section - I Summary of Proceedings of the Plenary Sessions

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Inaugural Session z

Plenary Session – 1 :

Universal Vision and Philosophical Framework

z

Plenary Session – 2 :

Global Trends–Issues and Challenges

z

Plenary Session – 3 :

Effective Curricular Models

z

Plenary Session – 4 :

Implementation Strategies

z

General Discussion Session

Validictory Session

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Inaugural Session Chairperson

:

Shri Kanak Mal Dugar

Chief Guest

:

Swami Somgiri Ji Maharaj

The seminar began at 11:00 AM on 11 February, 2012 with invocation and lighting of the lamp in the main auditorium of Gandhi Darshan complex. In his inaugural address, Shri Kanak Mal Dugar, Chancellor IASE Deemed University, Sardarshahr, President, Gandhi Vidya Mandir and Chairman of the Seminar appreciated the role of Shri Ramsharanji Maharaj in setting up the Gandhi Vidya Mandir and contribution of (late) Dr. L.M. Singhvi to whom the seminar has been dedicated. Highlights of the address of Shri K.M. Dugar are as follows: z

The teacher is expected to be the manifestation of wisdom who shapes the lives of students in the classroom.

z

We should facilitate the working of the teacher as torch-bearer of knowledge and human values. One should remember that a weapon can be used for protection as well as for destruction. The teacher should make right use of his/her knowledge.

z

In India, we had a great tradition of selfless service by the ‘Gurus’ for making their students good human beings and useful members of the society. Such Gurus are badly needed in the present day situation where despite several efforts by educationists, saints, social workers etc., the society has been experiencing erosion of values for quite some time.

Shri K.M. Dugar appreciated the contributions of late Shri Milap Dugar, the first ViceChancellor of the University, who was instrumental in bringing up the university to a high pedestal. Warmly welcoming the delegates, Sh. Dugar explained the context and purpose of this seminar and also expressed the deep commitment of IASE University towards promoting value-based education. Ms. Abhilasha, daughter of Dr. L.M. Singhvi, was invited to share her views and reminiscences about her father and his magnificent contributions. She gave an overview of the virtuous life of Dr. L.M. Singhvi which was full of quest for eternal truth, compassion, and many other human values. He was staunch believer and practitioner of “olq/kSo dqVqEcde” (entire universe 33

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is one family) and “loZ/keZ leHkko” (harmony among all religions). His life was a model of “art of living”. Ms. Abhilasha thanked the organizers of the seminar for dedicating it to his father who remained associated with the programmes and activities of the Gandhi Vidya Mandir throughout his life. Shri Somgiri Ji Maharaj, Chief Guest, shared his views about education in human values with the delegates, which are as follows: z

Our ocean of peace is being polluted by several extraneous factors which have led to the present day dilemma “ty esa ehu I;klh” (fish is thirsty in water). We need to find out the reasons of such state of affairs.

z

The unlimited consciousness is all pervading. The understanding of unity of jiva, jagat and god is conducive for individual and universal peace and harmony. There is nothing better than the human being. Woman is incarnation of the goddess ‘Jagdamba’.

z

Happiness, love and beauty are interrelated.

z

Don’t treat Guru (teacher) as paid servant. Keep shraddha in Guru (Respect the Teacher). It would lead to attainment of knowledge. “Shraddhavan Labhate Gyanam” ¼J)koku yHkrs Kkue~½.

z

Today, we don’t need heaps of arms. We need arms of love.

z

The unity in diversity is manifest in the world. Take conscious steps to remove social injustice. We need ‘Atmabal’ ¼vkRecy½ (strength of the spirit) like that of Gandhiji, and thoughts like “olq/kSo dqVqEcde” (Entire World is a Family). These are conducive for world peace.

Dr. Sead Avdic, Ambassador of Bosnia – Harzegovina in India, described the long drawn turmoil in his country and felt that stationing the Peace Force of UN in his country was not enough. The country has to strive for peace and harmony including ecological peace. This will ensure quality of life. The upliftment of people is needed at mental level through educational programmes. The teachers should propagate in human beings, love and advise them to shun violence. Such education would ensure protection of human rights. Dr. Avdic observed that education was a better safeguard of liberty than the arms. Dr. Charles Merciea, President of the International Association of Educators for World Peace, USA, mentioned that, “peace starts with right education which is conducive to bring permanent peace”. Highlights of his presentation are as follows: z

Protect environment from air and water pollution.

z

Although the UN Charter of Human Rights was signed by all countries yet many countries are not observing it fully. When all persons want to make a living peacefully, then why countries are facing so many wars? 34

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z

We need permanent solution in regard to peace and harmony rather than ad-hoc solutions. We need to understand the roots of the problems that disturb peace and harmony. It has been observed that stronger people tend to exploit the weaker people.

z

He raised a point whether military in several countries was not a source of violence. Are not military forces in several countries working as terrorist organisations, sanctioned by the Governments of the concerned countries? If countries want peace, then they should close down the foreign military bases in their countries. This will really be a very significant step towards peace.

z

Several countries are using coercion and threats to attain peace. For example, installation of Missiles in Cuba by USSR during the period of US President John F. Kennedy was an act of this kind. Such steps are not conducive for world peace and harmony.

z

‘Dialogue’ is a very effective instrument for attaining peace. Education for peace and harmony is a right strategy for attaining peaceful co-existence.

Dr. Merciea, while sharing his experience of a long association with UNESCO, said that for permanent peace, we have to start education of parents at home and teachers in schools. Shramani Charitra Pragya, Vice Chancellor of the Jain Vishwa Bharati University, Ladnun, highlighted the following in her speech. z

Education is the main sector for preparing good human beings. It sharpens the hidden potentialities of children.

z

Whereas India is on the move, we are seeing violence in almost all parts of the country. Although man has intellect, yet he could not so far succeed to shun violence. We see that animals and plants are non-violent. The central focal point is that human beings should strive for creating a non-violent world.

z

One may be curious to know why we spend more money on defence rather than on education. The education should facilitate inculcating desirable ‘sanskars’ as imprints in human persons.

z

A survey has revealed that children see TV for about 3 hours per day, in which among other things more than 50,000 scenes of violence are seen by them in one year.

z

It is a very sad state of affairs that even in Teacher Training Colleges, many students want degree by paying money without undergoing requisite study hours. With such state of affairs, how one can expect good teachers coming out from such colleges.

z

What is needed is a team work by scholarly people for making this world a better living place where there is no place for violence. 35

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Ms. Kiran Yadav, Member of Parliament from Nepal, put forward her views as follows: z

Education is supposed to strive for universal peace and harmony but unfortunately education could not provide appropriate responses to societal challenges of attaining peaceful co-existence and harmony..

z

We need education about religions to ensure percolation and inculcation of desirable values in the students. The values of self control, accountability, equity, protection of environment and social justice, among others, need to be inculcated in the students.

z

The “Global Harmony” may organize a Seminar on Human Values in Nepal also.

Dr. Sudarshan Iyengar, Vice Chancellor, Gujarat Vidyapeeth, Ahmedabad felt that taking cue from this seminar and from earlier seminars, we should draw a work plan for taking appropriate follow up action. We should strive to prepare new curricula on peace and harmony in teacher education for wider infusion into the education system. z

Gandhiji gave 11 Vows for self discipline.

z

The Gujarat Vidyapeeth over a period of time has become rich in financial resources but today we need to do much more for inculcating human values in students and others.

z

In this gathering, we will have the benefit of life time experiences of educationists and saints etc. Let us make proper use of this opportunity.

Mr. M.L. Bhatt, Vice Chancellor, IASE Deemed University, thanked the delegates and the speakers. He hoped that the seminar would come out with valuable suggestions in the context of teacher education for peace and harmony.

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Plenary Session-I Universal Vision and Philosophical Framework Chairperson

:

Shri M.K. Kaw

Chief Guest

:

Maulana Wahiduddin Khan

Highlights of Presentations Lead Speaker-1 :

Prof. Saroj Pandey

Topic

Relevance of Universal Human Values and Peace based Education

:

z

We see that newspapers everyday are full of news about violence. We do not want this.

z

Peace is an elusive concept. It must be understood in proper perspective. We need to develop inner peace, peace of mind and interpersonal cooperation.

z

The concept of peace includes:

z

-

Absence of exploitation

-

Ecological balance and conservation

-

Peace of mind

Basic conditions for promotion of peace include communication, analysis and action.

Education takes care of awareness part only. It has not done much about analysis and action based on analysis. z

Peace skills include: -

Active listening

-

Critical thinking

-

Problem solving

-

Conflict resolution

Problem solving generates power of analysis. 37

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z

z

Steps in schools to generate culture of peace: -

Encourage students to mention statements of facts

-

Build in them capacity of rational thinking

-

Train the students to overcome prejudices

-

Discuss rather than debate.

Truth is based on facts.

Lead Speaker-2 :

Prof. R.P. Sharma

Topic

Dimensions and Relation of Peace Education with the Foundations of Education

:

z

Teachers are the torch bearers of any move to bring about enlightenment and peace in society which is in turmoil. We need a sound knowledge base, appropriate skills and methods to transcribe any blue print into practice. This stupendous task requires us to build up a culture which epitomizes humanistic values, intrinsic as well as extrinsic.

z

As efflorescence of the wisdom of the ages, culture has an architecturic value for peace education which concerns the individual.

z

The society is in shambles and environmental degradation is there. Harmony is the common denominator for all the social endeavours which can most appropriately be pursued by teachers and teacher educators who are well equipped to work out an integrated theory of peace education, holistically, which can be achieved by the contribution made by foundational disciplines like philosophy, sociology and psychology, apart from science and religion in their essence and not what meets the eye. Only if these disciplines are oriented to positively acculturate and provide ‘know why’ and ‘know how’ to transcend all genres of conflicts and dichotomies, it would help in regaining the ‘Paradise of Peace’ to win the race against catastrophe. Peace is too serious a matter to be left to those who minister their ‘greed’ only. Peace education championed by teacher education can unmistakably ensure development with human face, buttressed by spirituality.

z

Modern science needs regulating kineticism of culture which is enshrined in ancient Indian culture and other cultures which have universal appeal.

Lead Speaker-3 :

Sh. Shriram Narsiman

Expounding on ‘Madhyastha Darshan’ which provides a sound philosophical framework for understanding the human reality vis-à-vis rest of existence, Shriram highlighted the following points: z

Why do we want peace? Is it the body or the ‘self’ of human beings who aspires for peace and harmony wants peace? What is the nature of existence? Is there innate 38

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harmony and co-existence in entire existence. If these questions can be explored then we can trace the real basis for peace and harmony. z

If an individual is not experiencing inner peace, he/she cannot be peaceful with others.

z

A well thought plan of action for peace and harmony in the society needs to be developed on the basis of right understanding of the reality. Education should primarily facilitate the development of right understanding and the requisite skills to actualize this.

z

Human mentality is very different today. In general, man wants peace but are we really working for it? If man is bound in conflicts and confusions, can patch work for peace ever show desired results?

z

Sh. A. Nagraj of Amarkantak has evolved a human-centric, existence based philosophical framework called ‘Madhyastha Darshan’ which provides a universal code of conduct for peace and harmony, a vision for unfragmented social order. This framework needs to be explored and experimented seriously for evolving suitable models for education in peace and harmony.

z

This framework is distinctly different from the idealistic mystical approaches as well as the materialistic philosophies propagated with modern science and can provide a sound basis for developing a model of humanistic education.

Lead Speaker-4 :

Prof. T.H. Chaudhary

The key points presented are: z

Teacher as a Guru kindles intelligence, energises divinity and promotes harmony and peace.

z

All men are created equal but in actual life they become unequal because of education and culture and through the influences of mother, teachers and preachers. Inequality can never be eliminated. However, downtrodden need to be compensated through welfare programmes.

z

The countries in the world are not having equality in natural resources. How these resources could be exploited harmoniously is the task to be taken care of by education.

z

Spiritual values are integral to secular education. Application of spiritual values promotes peace.

z

Teacher must harmonise religions in classroom and with the help of co-curricular activities. Religion should not become a dividing factor and a source of conflicts.

z

The Indian scriptures state: “Let noble ideas come from anywhere.”

Lead Speaker-5 :

Dr. Sudarshan Iyengar

The main points presented are: 39

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z

Peace is achieved at three levels: -

Personal

-

Inter personal

-

Man and nature

We should look for solutions through inputs from all these three aspects. Peace with self is more sustainable. z

A teacher is a teacher. He has no two faces- one in classroom and the other outside the classroom. A good teacher remains the same in the classroom as well as outside.

z

The quest for truth is not only experimental. It is experiential. Gandhiji took it in his practical life.

Prof. Zahidi expressed that the concept of peace is an abstract concept. Is peace a dream or reality or something else? We have to explore it deeply. Is man essentially a selfish human being? Prof. Marcos Estrada mentioned that there is diversity of population, there are diverse communities. Who should educate for peace? Peace is not a subject. It is a way of life. Many a time, we observe conflicts in values, hence, it needs a deeper understanding. Maulana Wahiduddin Khan, renowned Islamic scholar and a great humanist expressed his views as follows: z

Without peace, there is no development.

z

Peace is not simply moral values.

z

We are fortunate to have a leader like Mahatma Gandhi. For Gandhiji, non-violence was a political strategy. For him, peace was a way of life; a complete system of living. Mahatma Gandhi was a leader of the entire mankind. He advocated for peace and demonstrated this concept successfully. Every goal can be achieved through peaceful methods.

z

All religions advocate peace. Peaceful living is not a passive attitude. Peace is a great power.

z

Peaceful strategies in politics advocated by Gandhiji were a new idea in the Indian Politics.

Shri M.K. Kaw highlighted the following points: z

Traditional religions could not give us peace in entirety. As an alternative, he suggested to create a science of spirituality. He has done substantial work on this concept. For details, he mentioned that he could be contacted at: [email protected] 40

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Plenary Session-II Global Trends: Issues and Challenges Chairperson

:

Prof. A.K. Sharma

Co-chairperson :

Prof. Rodica Pop

Chief Guest

Dr. Charles Merciea

:

Highlights of Presentations Lead Speaker-1 :

Prof. N.K. Dash

Topic

What shapes new Scenario of Teacher Education?

:

The focus of the presentation was “what shapes new scenario of teacher education”? z

Overview of contemporary school education system highlighting rapid increase in number of schools, enrolment, teachers (including para teachers), massive drop out, deterioration in performance, and growing expectations from the school system.

z

Policies and initiatives of the Government which include universalization of school education, no public examination for class X, Comprehensive Continuous Evaluation (CCE) and Grading system.

z

Evolving changes in knowledge base (K-base) in education which include: contribution of new research to the curricular inputs in teacher education (disciplinary and interdisciplinary), role of ICT in education, evolution of new structures and new processes (micro and macro) and alternative models of education (NGOs, Open and Distance Learning (ODL), Online education).

z

Rapid technological advances which include internet, on-line learning, virtual classroom, ODL, e-learning, Open Education Resources (OER), smart class, Edusat and teleconferencing.

z

Continuous teacher education programmes to meet the demands of knowledge society.

z

Issues in teacher education system include preparation of teachers for different levels and in new knowledge areas (peace education etc.), teachers for VET, teachers having competence in CCE. 41

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z

The global trends in teacher education and impact of globalization include Right to Education for All, international accreditation and assessment, mobility of quality teachers, teachers of multi-cultural and inter-cultural society, inequality and polarisation (seen as a threat to global peace and harmony), world citizenship, preparation of open education resources (OER) in teacher education, preparation of teacher education programmes for international audience, regular updation of teacher education curriculum, and provision of learning experiences to accept differences and inculcate tolerance of others and other cultures.

Lead Speaker-2 :

Dr. Ravindra Kumar

Topic

Teacher Education for Peace and Harmony: A Gandhian Perspective

:

z

Besides wishing harmony in day-to-day human practices at individual and social level, the urge for a situation free from conflicts and struggle is desirable.

z

Within a state of peace, efforts are made for healthy co-existence to ensure welfare of people.

z

According to Mahatma Gandhi, if a teacher works with sincerity, honesty and a sense of duty, it facilitates students in their all round development on the one hand and contribute unprecedentedly to harmony and peace in society on the other.

z

The system of education besides working for the well being of people at local, regional and national levels must with the sole spirit of cooperations and harmony go forward to the global level.

z

Enrolment of neglected sections of society into education for peace and harmony in society.

Lead Speaker-3 :

Prof. Ganesh Bagaria

Topic

Basis of Global Relationship and Harmony (Order) – Co-existence in Existence

:

Expounding on the real basis for global peace and harmony, Prof. Bagaria highlighted the following: z

In present times, the whole world has become ‘connected’ physically. But what about mentally? A ‘global mindset’ is needed in which a human being can see his/her relationship with every other human being, as well as with rest of Nature. In the wake of conflicts, man has to discover the real basis of synergy, relationship and harmony in the world.

z

The responsibility for ensuring human education is that of the parents, the teachers, as well as of the society; the most significant responsibility is that of the teacher. If 42

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we can develop humanistic education which enables the development of a global mindset, then, in addition to teachers being prepared, parents and responsible people of the society who understand universal human order (human education – sanskar) and live accordingly, will also be developed. z

For ensuring undivided society and universal human order, it is necessary for every human being to understand co-existence, to have the competence and practice to live in co-existence. (The basis of the co-existential view point is the Madhyasth Darshan –a Human-centric, Existence-based contemplation by Shri A. Nagraj).

z

We have come to assume that opposition and struggle is inherent in nature (conflict), so we have assumed it is mankind’s duty to restore harmony. But infact co-existentialism proposes that existence is in the form of co-existence and harmony is inherent in nature.

z

If Justice (harmony in human relationships) is ensured from family to world family then we achieve what is referred to as an “Undivided Society”.

z

The Comprehensive Human Goal of ‘Resolution (peace of mind), Prosperity, Fearlessness and Co-existence’ can be achieved through appropriate holistic education based on right understanding of the reality.

z

The responsibility of achieving this goal is on family, teachers and society. But formal responsibility lies with the teachers for which they have to be adequately oriented.

Lead Speaker-4 :

Prof. Daya Pant

Topic

Teacher Education and Teaching Skills for Peace and Harmony

:

z

Peace efforts need to begin from the self (within).

z

Ordinarily violence, aggression and conflicts are borne due to lack of reflection about situations that cause them. The teacher is required to nurture in students peaceful orientation to meet such situations.

z

Various strategies that peace teachers could use include (to bring peace in heterogeneous societies): -

experiential learning

-

problem posing

-

projects development

-

collaborative learning

These strategies shift the focus of teaching to learning, and bring active involvement of learners. 43

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Lead Speaker-5 :

Prof. M.H. Qureshi

Topic

Role of Teachers in Multi-Cultural and Multi-Ethnic Society

:

z

The students in schools come from diverse backgrounds and cultures. The relation of teacher and student is very significant. The teacher is required to accommodate and handle cultural and ethnic diversities that students bring with them particularly in urban societies.

z

Diversity is to prevail, so it has to be celebrated (not abhorred).

z

The teacher needs to accommodate perspectives of government policies, authors, teachers and students in Class.

z

Shift from spirituality to materialism which leads to disparity, deprivation and discrimination.

z

Goal is neither homogenization nor heterogenization but harmonization of cultures.

Due to paucity of time, the Chief Guest and other educationists gave very briefly their views on the topic. (i)

Prof. Rodica Pop gave power point presentation on “Children of the Earth: Bring Forth Lasting World Peace”. The guiding principles include trust, love, honesty, wisdom, courage, humility etc. Inspire and be inspired is the hallmark.

(ii)

Prof. Charles Merciea while speaking on how to prepare the peace teachers/workers in the community emphasized that the teacher should use his/her subject as an instrument to achieve larger goal of peace in society. He/she should and not just impart information.

(iii)

Syed Salman Chisti: Love all and hate none, be surcharged with peace, spread peace and harmony, fill up yourself with spiritual light. Mission to serve the people should be the motto. Students have light in their souls. Spread this light widely.

The Chairperson, Prof. A.K. Sharma, concluded the session with the following observations: z

The teacher (Guru) has a very high place in the Indian culture.

z

The Education Commission (1964-66), the National Policy on Education (1986/1992), and the World Education Commission’s Report have greatly admired the role of the teacher.

z

The teacher education in India is under pressure to include more content and pedagogical aspects to meet the emerging challenges, particularly related to the pedagogy of peace and harmony.

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Plenary Session-III Effective Curricular Models Chairperson

:

Shri. J. Veera Raghvan

Chief Guest

:

Dr. Samdhung Ren Poche

Highlights of Presentations Lead Speaker-1 :

Prof. O.S. Dewal

Topic

Peace Oriented Teacher Education Curriculum

:

While presenting his views, Prof. Dewal recommended that the Gandhi Vidya Mandir should launch a Peace Centre, with or without financial assistance, for Education for Peace and Harmony. He felt that a separate curriculum for Peace Education should be developed and it should be approved following duly established procedure. In case it is not approved by the established procedure, the IASE University should take into confidence the parents so as to make it accepted by the students. Scriptural knowledge has so for never reflected in the being of a person. (Learning to be) Teacher education has four vital dimensions (i)

Vision (for Market /Values)

(ii)

What Programmes (plan of action?)

(iii)

Content of programme.

(iv)

Delivery (Transmission)

A Good Teacher Possesses. (i)

Competences

(ii)

Commitment

(iii)

Performance 45

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Lead Speaker-2 :

Prof. R.R. Gaur

Topic

Integrating Education for Peace and Harmony (EPH in Teacher Education Curriculum)

:

Prof. Gaur was of the view that Education for Peace and Harmony (EPH) was the need of the hour as it was deficient in the present education system. Ways and means have to be devised to make it really effective. This curriculum should not be confined to a limited number of teacher education institutions; rather it should be proliferated all over the country. He endorsed the effectiveness of EPH as it had already been tried out in IIT, Delhi and various other technical institutions and technical universities giving very encouraging results. He strongly recommended that a well designed foundational input was an essential step in initiating EPH. This input has to be targeted towards appropriate perceptional transformation. Such a foundation course based on the Jeevan Vidya Model (Co-existence) has been extensively experimented as mentioned above. He pointed out that guidelines in this regard have also been developed so that a curricular model can be universally acceptable. He also appraised that adequate resource material, teacher orientation programme and a team of master trainer were available for the successful proliferation of the above mentioned foundation course. In the end, Prof. Gaur also proposed a complete curricular EPH package as well as the framework for teacher education including the orientation of pre-service teachers, in-service teachers, teachers for EPH and the research experts and master trainers or teacher educators for EPH. Sufficient thrust on R&D is required to develop the whole system. Lead Speaker-3 :

Prof. M.C. Sharma

Topic

Teacher Education for Peace, Pedagogy for Transaction

:

Prof. Sharma was of the view that ‘turmoil’ in the society was created by political/social system rather than by the teacher education institutions/school system. Implementation of Teacher Education with Peace and Harmony inputs is difficult in both pre-service and inservice training programmes. He cited from his own experience in the class-room teaching of Mathematics that small children could be misguided by examples in Mathematics class. He mentioned that Peace and Harmony in the class-room was already being taken care of through the following pedagogical approaches. There is no need for separate Peace and Harmony programme, but there is a need of effective transaction of existing teacher education programme. (1)

Participatory transaction

(2)

Cooperative learning

(3)

Group discussion

(4)

Role play 46

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(5)

Conflict Resolution

(6)

Problem solving

(7)

Brain storming

(8)

Peer group learning, projects, dramatization and literary activities, audioaids etc.

visual

Lead Speaker-4 :

Sh. Nand Kumar

Topic

Understanding Human Being Rationally for Ultimate Peace and Harmony

:

Shri Nand Kumar, IAS, endorsed the Jeevan Vidya Model. Taking care of physical needs and mental intervention, it attempts to generate happiness. This can be universally applicable to all human beings. Peace and Harmony seem to be synonymous terms. If we are in harmony, we can attain collective peace. Freedom was in the orderliness/compliance with law. So the aim should be to prepare all of us to accept Peace as a harmonious mode of life by one’s own volition. ‘Human individuality’ is missing in the present day world of education. It is simply because today’s education is producing students/teachers who are not evolved. We have experimented with the Jeevan Vidya Model among school teachers and other offices connected with school education with very encouraging results. Ms. Anand Rama Acharya found New Human Education Model as the appropriate model developed by Mr. Sarkon. This New Human Education Model was found popular in African Countries and Thailand in its different aspects, like (i) Ontology, (ii) Axiology (Ethics), (iii) Epistemology, (iv) Self-knowledge, (v) Relative knowledge. Dr Diena Terra spoke about the Project “Children of Earth” where voluntary efforts have been tried and found successful. This project has promoted “Spiritual Activism” (Handbook for youth). Dr. Laj Utreja z

If a teacher is not conversant with the concept of peace and harmony, then can he impart such knowledge to student?

z

Peace “not a novel idea but is manifest in us naturally.”

z

Peace and harmony is about following the nature’s law and order.

Dr. Samdhung Renpoche z

Disagrees with the use of the term value as this word has its roots in the materialistic western religions/cultures. 47

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z

Only introduction of a separate paper for value education may not prove to be effective if its integration in all the other activities and subjects is not taken care of.

z

Teacher cannot be produced but he/she is evolved.

z

Gandhi’s Philosophy, the Madhyasth Darshan, and the Buddha’s (interdependent origination) are almost the same, which is the only way. Give up competition to cooperation.

While intervening, Prof. N.K. Ambasht felt that the good and acceptable components of the Peace and Harmony Models/Value Education Models should help us in providing curriculum/course content in Teacher Education on the subject. He was of the view that it is the imitation process makes the personality of child and not by suggestion. Teacher’s personality is imitated by the child. So it expects a common desideratum of components of various philosophies rather than accepting only one particular philosophy. Shri J. Veera Raghvan (Chairperson) while summing up stated that ‘education’ as a concept was loaded with Value Education. Good Values are to be followed and negative values are to be discouraged. Modern education has got vitiated due to its commercialization. That is why its taste is a mixture of ‘salt and sweet’.

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Plenary Session-IV Implementation Strategies Chairperson

:

Prof. B.P. Khandelwal

Chief Guest

:

Dr. Sidheshwar Prasad

Highlights of Presentations Lead Speaker–1:

Prof. Pranati Panda

Topic

Teacher and Peace Values

:

z

A teacher faces challenges of diverse nature in school. Some teachers consciously or unconsciously inflict violence of the nature of (i) discrimination based on castes, gender, (ii) corporal punishment (verbal abuse), and (iii) imposing their own beliefs, attitudes, biases on the students.

z

The role of the teacher should be inculcation of human values in students. Peace teacher should be enabled to understand the moral purpose of education.

z

Use pedagogic processes for inculcating desirable values in student–teachers. The values of love, compassion, peace, harmony etc., may be added in the objectives.

Lead Speaker–2:

Sh. Pawan Gupta

Topic

Teacher Education Planning and Practice Programmes in India

:

z

The modern education has ingrained in the students several attitudes and biases that need to be shaken. Mahatma Gandhi in 1920 gave a call to leave schools and colleges for the sake of freedom of the country. This effect of the call faded away soon in most of the students, who came forward to follow Gandhiji.

z

In India, a kind of mixture of English and English attitude has emerged. It is a potential danger for nationalistic self esteem. This dual personality needs to be corrected.

z

In the name of development, we have eliminated our wells, lakes, tanks and polluted our rivers. Corrective measures in respect of such degradation would be conducive for peace and harmony in human beings and in the society. 49

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z

Education and other societal aspects should be in perfect identity, otherwise results would be disastrous. When three fourth part of the world is filled up with water, then why are we experiencing the paucity of water?

Lead Speaker–3 :

Mr. M.P. Mathai

z

Integrate peace education in all subjects.

z

Teachers cannot be manufactured. They are trained to become good teachers. Mahatma Gandhi was of the view that imaginative teachers would give appropriate responses to educational challenges.

z

If we give stress on inner peace, outer peace will be a natural corollary.

z

While giving the ‘Sermon on the Mount’, Lord Jesus Christ said, “Blessed are the makers of Peace”. Education is a very effective tool for social engineering and nonviolence.

z

We need to formulate a comprehensive integrated theory of peace.

z

“Conflict based world view” needs to be changed as “Unity based world view”. When I met Mahatma Gandhi, my concept of world view was completely transformed.

z

In several Mantras in the Indian Scriptures, peace has been eulogized profoundly. Peace has been wished not only in human beings but also in the entire universe including earth, air, water, vegetations etc. Such peace and harmony should be made an integral part of the teacher education programme.

Lead Speaker–4 :

Ms. Mani Mala

Ms. Mani Mala, Director, Gandhi Darshan, referred to a PIL in the Court of Law on the issue as to why teaching of subjects like Political Science was being done in English. z

In a classroom situation when this subject was taught in English, only 10% students having proficiency in English took part in discussion. However, when the subject was taught in Hindi, then the remaining 90%, who kept mum earlier, took part enthusiastically in discussion. If the voice of 90% students is continued to be suppressed, then to what extent are we promoting peace education? We do not need peace of cremation ground.

z

In India, even the Government is not following the concept of “Bhoodan” of Vinoba Bhave. Instead, the concept of ‘Acquisition of land’ (bhoomi adhigrahan) is in practice these days and that too by the Government. This is not just for several farmers who lose their livelihood. In the wake of such social action, what type of peace is likely to be brought about when 80% people of the country remain malnourished?

z

Peace is a concept that is akin to non-violence and non-exploitation. A non-exploitative society is conducive to bring justice and equity even if it means a bit less peace. 50

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The Chairperson felt that the role of teacher for equity and social justice in the schools needs to be elaborated. Lead Speaker–5 :

Dr A.K. Merchant

Topic

Relevance of Universal Human Values & Peace Based Education

:

In his presentation, Dr. A.K. Merchant felt that we should give more emphasis on solving macro level problems vis-à-vis micro level problems. If 20% of the population snatches the rights of 80% population, then dissatisfaction will continue increasing. This is the issue of ‘Human Rights’. If we don’t take care of peace education and harmony in the society, the students will become rudderless. The consequence of such state of affairs will be disastrous. z

The problems of inequality, extremes of wealth and poverty, casteism, narrow nationalism etc., need to be addressed in the present day society.

z

In religions, women have been given a respectable place; but in society, reality seems to be otherwise. The cases of rape are reported almost every day in newspapers and radio/TV. We as educationists must ponder over the cause of such state of affairs in order to bring about suitable changes in curriculum, materials and methods.

z

In addition to the study of regional languages, study of world language(s) is necessary. It will facilitate communication at international level.

z

Education should take care of economic and societal concerns. Interfaith education will be conducive to bring peace and harmony in the society.

z

Most of the programmes on TV are not conducive for spiritual health of students. Such programmes are rather waste of time.

z

Today is the birthday of Sarojini Naidu who worked tirelessly for national cause and national integration.

Lead Speaker–6 :

Acharya Vandanananda

Acharya Vandanananda in his presentation highlighted the following: z

Animals, birds and vegetation don’t need human persons for their existence; but human persons are largely dependent on them.

z

Man can live happily if his minimum needs are fulfilled, but we are blindly increasing our needs, thereby bringing dissatisfaction to ourselves. The eternal peace is attained through association with the almighty. Within the present politico-economic scenario, could we equip the students with spiritual potential?

The institutions should be in the hands of educationists instead of domination of politicians. Education should be free for every student. The post primary education should be in the 51

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hands of educationists. School should be run on no profit no loss basis. The college education should make the student practical with facility of “Earn while you learn”. z

Taking cue from Gandhiji, the educationists should strive for making collective moral force as a model to be emulated as an example in the society.

Lead Speaker–7 :

Dr. Sidheshwar Prasad

Dr. Sidheshwar Prasad, former Governor of Tripura, shared his following views with the delegates. z

Man is exploring right path for progress but his approach is generally non-scientific. We should continue working keeping our attention on the God. The path of Truth is conducive to bring peace and harmony.

z

The countries should remain in their limits with straightforwardness (lgtrk) which is the key to success.

z

The USA and the European countries are at the brink of disaster due to their own policies of expenditure beyond their means of income. It appears that the saying ^^_.ka ÑRok ?k`re~ ficsr~** is being followed by them.

z

Gandhiji wanted education to each and electricity in every home.

z

Through “Gram Swaraj”, decentralization of power will be a reality. This will be conducive to flourish human values in the society.

z

The sacred Vedas advocate elevation of the entire community. We are equal by birth. There should be no discrimination among the sons of God.

z

In order to establish Truth in the Society, we should be ready for sacrifice like that of the Western Philosopher Socrates who drank poison but did not distance himself from the TRUTH.

The Chairperson, Prof. B.P. Khandelwal, advocated for: -

following the teachings of Gandhiji,

-

providing appropriate responses to the challenges of poverty and education.

-

self dependence, and

-

satisfaction.

He suggested that the document prepared by Prof. R.P. Sharma for the NCTE may be considered for taking appropriate action.

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General Discussion Session Chairperson

:

Co-Chairperson :

Prof. J.S. Rajput Prof. R.R. Gaur

This session was devoted to general discussion on the likely recommendations of the present seminar and further suggestions/comments were solicited from the house. Based on the deliberations of the plenary and thematic sessions, broad outline of recommendations proposed to be made were presented by Prof. Rajput for general discussion. The need to appropriately integrate education for peace and harmony (EPH) in general education as well as in teacher education curruicula was strongly artuiculated and endorsed by all. To achieve this objective in the present context, various recommendations pertaining to the vision and philosophical framework; key issues and challenges; effective curricular models and the desireable implementational strategies were discussed. Valuable suggestions received from the house in this regard were noted. These were duly incorporated in formulating the final recommendations subsequently.

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Valedictory Session Chairperson

:

Swami Chidanand Muniji Maharaj

Chief Guest

:

Dr. Karan Singh

Guest of Honour

:

Swami Somgiri Ji Maharaj

Guest of Honour

:

Dr. Mahesh Sharma

Shri Kanakmal Dugar, Chancellor, IASE University, welcomed the Chairperson, the Chief Guest, other dignitaries and the delegates. Highlights of his welcome address are as follows: z

IASE University has been on the move since last 61 years. It was founded in 1950 by Shri. Kanhaiya Lal Dugar, who later embraced Sanyas and went to be known as Swami Ramsharanji. The Institute of Advanced Studies in Education (IASE) of the Gandhi Vidya Mandir, Sardarshahar (Rajasthan) was declared as a Deemed University under Section 3 of the UGC Act, 1956 by the Government of India, Ministry of Human Resource Development (MHRD) on 25 th June, 2002 followed by the UGC’s Notification dated 12 July, 2002.

z

Besides offering B.Ed, M.Ed. M.Phil and Ph.D Programmes, the IASE University offers courses in Engineering, MBA, M.Sc (Bio-Tech Microbiology), BBA/BCA, Bachelor of Physiotherapy, Diploma and Certificate in Medical Lab Technology (DMLT) and (CMLT).

z

This International Seminar on Teacher Education for Peace and Harmony has been dedicated to the memory of (i) Dr L.M. Singhvi, who was the Chancellor of the IASE University, and (ii) to is founder Swami RamsharanJi who donated all his wealth to the Gandhi Vidya Mandir. During this session, homage was paid to Shri Milap Dugar, former Vice Chancellor of IASE University who died about one and half year ago.

z

Without emphasizing terminologies like religious education, we give emphasis on:

z

-

Character building

-

Environmental protection, and

-

Social Service

There have been efforts in many countries to achieve peace and harmony, but the level of success is not commensurate to the inputs. We have also observed that great 54

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personalities like Gautam Buddha and Lord Mahavira had succeeded in their endeavours for peace and harmony. The IASE University has been striving to provide inputs in the Teacher Education programmes of values, ethics and environmental protection. During this international seminar, we have been enriched by several significant ideas and suggestions on peace and harmony. We would evolve strategies to strengthen not only our own Teacher Education programme with content and methods of peace and harmony but would also strive for disseminating the recommendations of the seminar widely. z

The developed countries in serving their own interests have been imposing wars (economic and political) on developing countries. We have to prepare ourselves to meet such challenge.

z

The disparities in income have divided the societies in “Haves” and “Have Nots”. We have to strive for inculcating values of equity, equality and compassion.

Prof. Puran Chand, Adviser, IASE University, gave an overview of the work done during the three day seminar. Highlights of the overview presented by Prof. Puran Chand are as follows: z

The IASE Deemed University, Gandhi Vidya Mandir, Sardarshahr took a significant initiative of organizing an “International Seminar on Teacher Education for Peace and Harmony” from 11 to 13 February, 2012. Keeping in view the significance of the theme of the seminar, it was organized at the Gandhi Smriti and Darshan Samiti, Gandhi Darshan, Rajghat, New Delhi. In this endeavor, the organizations that supported the IASE University are: (i)

Gujarat Vidyapeeth, Ahmedabad, Gujarat

(ii)

Jain Vishwa Bharati University, Ladnun, Rajasthan

(iii)

The Temple of Understanding – India, New Delhi

(iv)

National Spiritual Assembly of the Baha’is of India, New Delhi

(v)

Global Harmony Association, St. Petersburg, Russia

z

The main objective of the seminar was to prepare an outline of the curriculum of teacher education for peace, harmony and human values.

z

The main theme of the seminar was sub-divided into 15 sub-themes that included aspects such as humanization of teacher education, harmony through teacher education, role of teacher in multi-cultural and multi-ethnic society and integration of peace and harmony in the curriculum of school education and teacher education.

z

The organizers of the seminar invited papers from India and abroad for presentation in the seminar. In the first instance, synopsis/abstracts of the papers were invited. About 260 abstracts were received. After reviewing the Abstracts, the authors of 55

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selected abstracts were requested to submit papers. About 170 papers were received. These were further reviewed and about 100 papers were selected for presentation. z

Before organizing the main seminar, two pre-seminar workshops of educationists were organized at New Delhi. In these workshops, valuable suggestions were received with reference of the themes and objectives of the seminar, organizational strategies etc.

z

A document of about 200 pages containing the Background Paper, highlights of the two Pre-seminar workshop and the abstracts of the papers was got printed for distribution in the seminar.

z

In the three day International Seminar, 4 plenary sessions and 4 thematic sessions were organized. Each thematic session was sub-divided into three parallel sessions.

z

In the plenary sessions, lead papers on the following themes were presented (i)

Universal Vision and Philosophical Framework

(ii)

Current Trends- Issues and Challenges

(iii)

Effective Curricular Models for integrating Peace and Harmony

(iv)

Implementation Strategies for Peace and Harmony

The following special plenary sessions were also organized (i)

Harmonious Civilization for World Peace

(ii)

Release of the Book “A B C of Harmony”, and release of the special issue of “Sanskaram”

(iii)

A Holistic View of Human Behaviour

(iv)

Role of Media in Establishing Peace and Harmony Globally.

The plenary sessions were chaired by eminent educationists. In these sessions, lead papers were presented. z

The deliberations of the three day seminar proved useful in fulfilling the objectives of the seminar. Based on the suggestions given in the seminar, recommendations were prepared and discussed.

z

The recommendations of the seminar will be further considered in a two day Post Seminar Workshop to be organized at the IASE Campus, Sardarshahr from 14 to 15 February, 2012.

z

I am extremely thankful to the Chancellor of the IASE Deemed University, Shri Kanak Mal Dugarji, for visualizing the International Seminar on the very significant theme “Teacher Education for Peace and Harmony” and its organization with the 56

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help of the faculty of the University at Sardarshahr and New Delhi. I am also thankful to the supporting organizations for their valuable contribution. Dr Karan Singh in his Keynote address said that he felt happy to know that the seminar was dedicated to his friend Dr. L.M. Singhvi. Highlights of the address of Dr Karan Singh are as follows: z

I am extremely impressed by listening to the overview of the work done during the three-day seminar. In the conflict ridden societies, people have been finding themselves directionless as if they are hanging like “Trishanku” (f='kadq)

z

Today there is a need of churning of human consciousness. The analogy of ‘churning’ can be drawn from the churning of sea (leqnz eaFku) by ‘gods’ and ‘asuras’ (nsork rFkk nkuo). This churning resulted in several products including nectar and poison. It was Lord Shiva who saved the humanity from the fire of the poison by drinking it.

z

During “Mahabharat”, it was Lord Krishna who led the humanity to righteous action.

z

Later on, Lord Buddha and Lord Mahavira spread the rays of light in the society.

z

During the last two centuries, great souls like Rabindra Nath Tagore, Vivekananda, Mahatma Gandhi, Sri Aurobindo, J. Krishnamurthy, strived to give direction to the Education System in this country. However, their thoughts or models remained peripheral. These education models could not be infused widely into the Education System, although we draw inspiration from their educational thoughts quite often.

z

After independence in India we have been working for value based education but much more needs to be done.

z

What we need today is inter-faith harmony. There is one truth “Parmatma”, which is described in various ways by thinkers, ^^,de~ lR; foizk cgq/kk onfUr**- In order to know the truth, we may pursue varied ways described in various religions, sects etc. There is a need to accommodate such views/ways in our psyche (lfg".kqrk). Till such time the various religions are at mutual peace, we cannot think of world peace.

z

A study of History shows that so many wars were fought in the name of religions. Such acrimony among religions will not work today.

z

The human life is very precious and important. It has given us opportunity to increase human consciousness for salvation which is the ultimate goal of life. Different religions have shown various ways to attain the goal through teachings such as ^relks ek T;ksfrxZe;*, Noor Ruhani, Ek Onkar.

z

I hope that our teachers would provide appropriate responses to the educational challenges, with particular reference to make the child “a good human being and a useful member of the society”. They have to strive to transform the poison of hatred into nectar of love, like that of Lord Shiva. 57

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z

I hope the organizers of the seminar would take appropriate steps to disseminate the recommendations of the seminar widely and effectively.

Swami Somgiri Ji Maharaj started with Shanti Path ('kkfUrikB) and shared his following ideas: z

When rhythm pervades in the entire nature, then why human beings are out of rhythm.

z

Education is required to ignite wisdom in human persons. The role of the teacher in this endeavor is extremely important. He/she is required to show right path to his/her students.

z

The teacher is required to show his ingenuity in man making. He explained it with an example. A hammer tried to open the lock by striking it several times, but could not succeed. He asked the lock to tell the reason for it. Then lock said that “The key goes inside me, makes churning rightly but politely and succeeds in unlocking me”. The teachers are required to use appropriate strategies for removing darkness in their pupils.

Dr Mahesh Sharma described Dr. Karan Singh as a carrier of holistic education (lexz fo|k). He can be rightly termed as the Ambassador of Indian Education. z

In India, there are many religions and sects. However, unlike other countries, we, in India, did not see wars in the name of religions.

z

The Indian culture is accommodative of various streams of thought-wise as well as so called unwise.

z

Mother is the first Guru of the child. We have seen illiterate mothers but not uneducated. These mothers gave such good sanskars in their children which perhaps they could not grasp from the education system even after doing PhDs.

Swami Chidanand Muni Ji started his Chairman’s address by reciting the following slokas

Å¡ lgukoorq lg ukS HkquDrq lg oh;Z djokogS rstfLouko /khreLrq ekfof}"kkogSAA Å¡ 'kkfUr% 'kkfUr% 'kkfUr%AA vlrks ek ln~xe;] relks ek T;ksfrxZe; e`R;ksekZeq{kh; eke`rkr~ Highlights of the address of Swami Chidanand Ji are as follows: z

I am very impressed by the quality of deliberations in this conference. He gave invitation that the next conference may be organized at the bank of Gangaji in Himalayas (in his Ashram in Rishikesh). 58

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z

We may follow different religions; but as humanity we are one family. This is the basic trend of the Hinduism. If this is the ideal then where is the scope for exploitation of one by the other? At the spiritual level, India is being seen as a great country visà-vis other countries.

z

We should not emphasise that ‘my way’ is the only perfect way. As a matter of fact ‘my way’ never takes you to the ‘high way’

z

Is there any need to teach a donkey to become donkey? But even after doing Ph.D, one is being asked to become a man (vkneh rks cu tk). It is due to this fact that we need to have Jeevan Vidya Mandir (thou fo|k eafnj).

z

It is a dilemma in the present day world that despite more and more education, we are seeing more crimes, more scams, etc. It is a shame for the humanity. If we need peace and harmony in the society, we need to orient our education towards human values. Our motto should be to transform our vision from ‘Me’ to ‘We’.

z

In today’s world, people have ‘set up’ everything but in their ownselves they are ‘upset’. They need to take pills for peace of mind. In USA, medicines for anti depression and anti insomnia are being used more and more, and the third medicine in great demand is ‘Viagra’. It is a sad state of affairs for a country.

z

The purpose of education should be, ‘Be More’ and ‘Not to have more’. The foundation of peace lies not in collecting more but in distributing to others. The mentality of ‘collection’ makes you unhappy. Sharing with others give you happiness. It strives not for ‘Me’ but for ‘We’.

z

Instead of ‘Face book’ proper use of his/her books by the student is the key to success. Today we don’t need ‘Internet’ as much as we need ‘Inner net’. Please think, do we want to become ‘bitter’ or ‘better’.

z

My upbringing in Sanyas right from my childhood was such that ‘stress management’ is a new term for me. In the wake of my leaning towards wantlessness or minimum needs, I never felt the need for stress management. Rather one should try to learn ‘Time Management’.

z

The life of man should be to serve others. It should not be ‘for me’.

z

Power comes from religions. The educationists should sit together and invite saints from all faiths for making materials and methods for education for peace and harmony.

z

Swami Chidananad Muniji paid his homage to Dr L.M. Singhvi and to Swami RamsharanJi.

z

He again extended invitation to Shri. Kanak Mal Dugar Ji to organize next conference on Values, Peace and Harmony in Rishikesh. 59

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Mr. M.L. Bhatt, Vice Chancellor, IASE University proposed a vote of thanks. He thanked all those who remained associated with this seminar in one way or the other. z

The seminar is not going to end here. In a post seminar workshop to be held in IASE University, Sardarshahr, the work done so far would be reviewed and consolidated. Several educationists from India and abroad would deliberate in the Post Seminar Workshop.

z

The IASE University had organized two seminars earlier also. One on the Relevance of the Bhagwad Gita today and the other on “Shramdaan Ka Mahatva”. We believe in (pjSosfr pjSosfr), (Move on, Move on). We will follow this motto in future also.

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Teacher Education for Peace and Harmony: A Gandhian Perspective Dr. Ravindra Kumar

The pathway to human development and prosperity in an inevitable state of peace and harmony follows the lanes of education with the condition that its direction should be right and founded on values. Reformers, thinkers and philosophers of repute, who were also the great teachers in their respective times, guided humanity to the right path. Mahatma Gandhi advocated for complete physical and mental development of man through value education imparted by well trained teachers for his self-reliance, which could pave the way for his true development even in current perspective by ascertaining peace and harmony in society. Categorically, education is the sole basis of achieving one’s purpose in life. Generally, a situation free from tension, struggle, dispute or conflict, particularly in socio-economic spheres, is considered the state of peace. This phenomenon signifies the absence of fight or war between or among the nations and is generally the accepted notion of peace at the international level. Peace is not a motionless state even according to ancient philosophical thought. Peace is not a situation of the status quo. The state of peace provides man the pathway to progress in a tension-free atmosphere. Within a state of peace, efforts are made for healthy coexistence to extend the welfare of the people. Therefore, the state of peace is in fact dynamic. It fills people with enthusiasm and inspires them to move forward. Similarly, harmony signifying human unity, concord and agreement urges man for stepping forward to do concrete for the welfare of one and all. Hence, it is quite similar to peace; it is also dynamic and undoubtedly for the establishment of peace. Evidently, education is the basis for the all-round development of man; it is the means of developing his personality. Moreover, it is the process that helps make one’s life purposeful. All constructive and welfaristic conditions that may be required for the purpose are also inherent in this process. Similarly, peace and harmony, both, despite being the states free from dispute, conflict and war, are also active and dynamic states in which there is a call to go forward. New benefits are expected in the states of peace and harmony. They are the pathways to progress without any fear and confusion. Therefore, it can be said that education, peace and harmony are linked with each other; they contribute to the development and welfare of each and every human being on this planet. 65

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The role of a teacher in imparting education and through it in all-round development of personality is well evident. We are well aware of the truth, how great teachers (Acharyas and Gurus in Indian terms) created peaceful atmosphere and in the state of peace contributed to the larger welfare of society and the nation. The objective of education is to guide and lead the student to the pathway of progress in the prevailing situation and as per the demand of time so that he could ascertain his physical and mental development to achieve a goal in life for himself on the one hand and he could equally contribute to the society, nation and the globe on the other. For this, considering the role of a teacher to be the most important, Mahatma Gandhi laid great stress on the following four points, which are undoubtedly guidelines to make education true and worthy for students, and simultaneously as a means of bringing harmony and peace in society, nation and the world: i.

A teacher after his own well preparation must prepare a student right from his childhood to his whole development from moral to metaphysical to pave the way to all-round growth.

ii.

The basic (buniyadi) education necessary for all-round development of personality is based on demand of time and space. Side-by-side, the available resources in the country be in the centre of any of the plans made for.

iii.

The scope of education must be all-inclusive.

iv.

The system of education besides working for the well-being at local-regional and national levels must be with the sole spirit of cooperation and harmony globally.

No nation of the world can think today of its being aloof from any of the events, big or small, that takes place in any part of the world. Interdependence has increased to a degree that no one of us can think of being unaffected of any of the events. Therefore, harmony and peace through education is possible if the community of teachers accepting the reality of Vasudhaiv Kutumabam [global family] steps forward and work for transformation of this into a reality. Hence, the Gandhian concept of education (views pertaining to the role of teachers for peace and harmony, in particular) is important and worth consideration.

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Relevance of Universal Human Values and Peace based Education Prof. Saroj Pandey

z

Peace has always been a very significant requisite of human life. Since the advent of organized society, human beings have strived for it, and are more united today in their quest for better quality of life, peace and harmony than ever before due to growing violence, intolerance, fundamentalism and fanatism in the society on the one hand and growing interdependence and liberalization on the other. Our schools and colleges are also experiencing violence in the form of bullying, aggression and harassment of different types. The insistence of the Delor Report (1996) emphasizing “Learning to live together” as the central pillar of education is a reminder of the current state of affairs and realization that education must be geared to promote culture of peace, tolerance, democratic values, human rights and duties among students. In this context, education is considered as a potent vehicle to promote peace, mutual understanding, and living together in harmony. As a matter of fact, education for peace is the only means to confront the violent future threatening us. The inclusion of article of the United Nations Universal Declaration of Human Rights (1948) in the constitutions of various countries has brought about a great revolution in the area of peace and harmony.

z

Peace is an elusive concept. It needs to be understood in proper perspective. We need to develop inner peace, peace of mind and interpersonal cooperation. The concept of peace inter-alia include absence of exploitation, ecological balance and conservation, and peace of mind as elaborated in Indian religious spiritual literature.

z

The requisites for promotions of peace include communication, analysis and action. Education generally takes care of the awareness part only. It has not done much about analysis and action based on analysis.

z

Peace is not a subject to be taught but a value to be inculcated among students through the whole ethos of school experience. Therefore, there is a strong need to prepare teachers to be the peace agents to integrate peace concerns in their day to day classroom discourses / activities and outside classroom interactions. Among other things, the teaching learning strategies need to give stress on peace skills which include active listening, critical thinking, problem solving and conflict resolution. Problem solving generates power of analysis. 67

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z

z

Certain suggested steps in schools to generate culture of peace are: (i)

encouraging the students to generate the culture of peace;

(ii)

building in them capacity of rational thinking;

(iii)

training the students to overcome prejudices; and

(iv)

emphasis on discussion rather than on debate.

There is a need that education may move beyond the conventional three R’s (i.e., Reading, Writing and Arithmetic) to new R’s of Reconciliation, Reverence for Life, Reconstruction or Renewal and Responsibility that may help develop sustainable peace on earth. Respect for human rights, tolerance, ethnic and racial diversities and consciousness for one’s own duties may help in developing cooperation and better understanding among students. They need to be prepared in the skills and techniques to resolve conflict through positive dialogue instead of violent means. The concept of peace is very broad encompassing a number of values such as love, compassion, harmony, tolerance, caring and sharing, interdependence, empathy, spirituality and gratitude etc. In addition, mutual understanding, cooperation, human rights and responsibilities are its essential components. The educational policies and programmes in India should lay emphases on combative role of education in eliminating obscurantism, religious fanaticism, violence, superstition, and promote some core values such as country’s common cultural heritage, egalitarianism, democracy, secularism, gender equality, observance of small family norm, inculcation of scientific temper etc.

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Dimensions of Peace Education and its Relation with Foundations of Education Prof. R.P. Sharma

Peace has great architectonic value for our present day world. As a multi-dimensional social phenomenon its pursuit is considered an imperative in all the fields of human endeavor— — Intellectual, natural and social disciplines, arts, literature, sciences, philosophy, religion and other studies related to various social concerns. There is a growing realization that peace education should be made an integral part of our educational dispensations including teacher education at all level. It needs to be made an inalienable condition for determining our future policies and programmes for all genres of development. Even though a nascent development peace education has captured the attention of all the sane sections of society. Still at its formative stage it needs to take stock of following aspects of our pursuits with a view to build up a sound database for its various studies in terms of knowledge, attitude and skills :A.

Culture in all its phases in the finest expression of human achievements. It negates violence in any form and build up the edifice for peaceful existence. It’s the most effective pathway for transforming human propensities into works of lasting joy and value. As an all inclusive activity and acquisition culture remains the corner stone of Peace Education.

B.

Values, of any genre constitute the very essence of any culture or sub-culture. While being used to describe any generalized behavioral mode its needs to be distinguished from near ‘posturing’ or any fleeting stand point in our interaction. Value is a master sentiment that serves as a wellspring for our chosen modus operandi. As an operative dimension of culture it is an essential ingredient of any program of peace education. The ‘what’ and ‘how’ of values remains an engaging exercises for all peace educators.

C.

Democracy is not just a concept or a theoretical thought construct but an article of faith and the way of life. The democratic ethos would require all our sensitivities and intelligent participation. It is imperative for any peaceful, multi-cultural and ambience. Its promotion remains our prime concern.

D.

Science, in its essence, is the sine-qua-non of human ingenuity. However its present day pursuit has delimited our creativity and human aspects. Some serious minded 69

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scientists and thinkers of various disciplines have started developing its ethical quotient as well. It must be incorporated in our efforts and programs as an important dimension. E.

Here are a few emerging concerns which invite our active participation: 1.

Conflict resolution—related knowledge and skills.

2.

Human rights and duties – appropriate knowledge base and social actions.

3.

Environmental consciousness and its attendant issues.

4.

Promotion of interfaith understanding and spirituality.

5.

International understanding – development and cultivation of universal norms for promoting humanistic values

(This list is simply suggested) There is a symbiotic relationship between peace education and disciplines called foundations of education. It is heartening to see that some thoughtful educationist and other stake holders are bending their efforts to resurrect hitherto neglected foundational courses in education as the knowledge and insight generated by these time honored disciplines can go a long way in formulating not only a theoretical template for peace education but also equip us with operative mechanism to create pro-active climate for pursuing universal peace. Philosophy, psychology, sociology and history of education all constitutes of such a rich reservoir of needed database and methodology as would place promoters of peace on a sound footing. However the knitty gritty of instituting peace education components in education and teacher education courses would require seasoned leadership and committed participation. Let peace be the leitmotif of present generations as it was with our ancient saints and sages and the world cultural heritage.

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Universal Human Values and Peace based Education: Relevance in Context of Learning Community Prof.S.P. Malhotra

z

The Indian society has been segregated on the basis of caste, class, religion and socio-economic status since long. The discrimination practiced because of these variables is so strong that it begins with the process of socialization at home, social gathering or the school. The international agencies like the UN took up from 1948 (with the commencement of Universal Declaration of Human Rights) exploration of the ‘moral’ dimension of Human Rights.

z

The Indian Constitution on its own has guaranteed universal human values and provided legal systems to the country. There have been varied articles in the Indian Constitution and laws enacted from time to time to ensure equity and justice. However, effective enforcement is possible only when all the citizens become aware and sensitive to this aspect. Education has the potential to mediate the complex web of social interactions and tilt the balance of power in favour of the weak. The educational institutions will have to be a part of this standard maintaining process. But Education itself has succumbed to the pressure of social interaction agencies.

z

The Indian education system is replete with disparities with respect to educational facilities. It has been found that there has been discrimination within the schooling system along gender, class and caste lines.

z

The syllabus load often compels the teacher to ignore altogether certain basic principles of teaching-learning process. The need to complete the syllabus takes precedence over the need to progress according to the pace of learning of the whole class.

z

The classroom process being followed in the schools also paints a picture that disapproves of human rights guarantee. Children spend most of the time passively to listening the teachers or working in routinized fashion, and rote learning. Individual students are rarely asked questions in the classroom.

z

The gap in aspirations and expectations of different functionaries and beneficiaries of education system has led to the separation of values and ethics from the classroom learning. The process of learning has narrowed down to only imparting information and exclusion of everything else. The children are not trained to be useful and productive 71

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members of society rather they are alienated from their own society and made members of the market driven consumer oriented system making it abundantly clear that the system of education is not attuned to the needs and aspirations of the people. With this type of functioning, the quality of education system in the country remains at stake. z

Teacher training programmes are equally defective and do not promote human rights and values at school level at least. The teachers are made aware of certain theoretical basis and some practice teaching sessions. The routinized training given to the teachers rarely empowers them about understanding the learners’ needs and making teaching learner centered.

z

Social harmony has to be ensured by bringing about attitudinal and behavioral transformation through various educational programmes aiming at increasing the knowledge and skills of human beings in non-violence and peace. This in other words is called Peace education. There has to be partnership of all, that is, teachers, students, parents and community members in the teaching learning process.

z

The process of getting knowledge is so interlinked that it is easy to learn and understand if the subjects are not separated. The teachers of different subjects can sit together with students and coherent knowledge can be learnt by having discussion on problems/ issues running across disciplines. Teachers remain busy with their school and never invite the community members to be part of their teaching-learning system. The community members are never able to understand the problems faced by teachers in making the children learn.

z

Teacher’s life remains locked in the small world of the school. They interact with student where a monologue goes on between the teachers and the students. The whole process becomes so dry and dreary that both teachers and students become uninterested in the teaching-learning process. The solution lies in inviting the community to the classroom so that it could understand the problems attached to teaching-learning.

z

For having moral and ethical society of learners, there is a need to create Learning Communities in educational institutions where teachers, parents and the children participate in the learning process so that the right of the child to get education is fully realized.

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Humanizing Teacher Education Prof. (Dr.) M. Sen Gupta

z

Taking note of the fact that curriculum transaction is mostly theoretical, bookish and away from contemporary school realities, the content and process of teacher education has to strike a well proportioned balance between theoretical and practical, technological and human inputs, global and local requirements, modern and traditional, competition and cooperation, subjective and objective as well as between philosophical, psychological and investigative.

z

The highly ritualized teacher education programme needs to be thoroughly humanized so that it produces teachers who understand the children – their nature, needs and aspiration, give love of mother and have patience of father and prepare them socially, emotionally and professionally into productive and responsible citizens of a democratic country.

z

Teachers-to-be should be sensitized towards gifted as well as the differently-abled boys and girls. The curriculum of B.Ed. and M.Ed could be so designed that optional courses are made available to adequately deal with such children. Another area of importance in this context is the question of gender equality.

z

Awareness about Human Rights can hardly be ignored. Fundamental rights and Fundamental Duties enshrined in the Constitution, Human Rights as per UN Charter, Child Rights and related content are necessary today for teacher education especially in the face of child abuse, sexual assault, corporal punishment and cruelty by a section of teachers. There is a need to reaffirm faith in fundamental human rights and dignity and worth of the human person. Education for Peace is yet another area requiring immediate attention of teacher educators.

z

Education for Sustainable Development which focuses on environmental preservation and resource utilization/generation is crucial for sustaining life on this plane. No teacher education curriculum can be complete without adequately addressing this eproblem both theoretically and in practice.

z

There is a need to redefine the role of teacher education colleges vis-à-vis the society. These colleges can become resource hubs for ameliorating the academic status of the schools particularly those in rural, slum and remote areas. Students from weaker sections of the society, girl students, disabled and housewives can reap rich dividends 73

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by utilizing huge resources of teacher education colleges that today remain underutilized. All such initiatives will get actualized only when teacher education colleges infuse the moral values, social commitment and a concern for the humanity in their pupil teachers by bringing in innovative ideas into fruition with active collaboration from the faculty, students, parents, schools and college managements. z

Teacher education curriculum also needs to be re-examined so that it instills the values necessary for peace and social harmony, respect for human rights, peaceful co-existence with nature, concern for quality, need for cooperation and collaboration with the school system and the like. Corporal punishment, child abuse, corrupt and immoral practices can become the things of the past only when teachers are systematically made aware of the Code of Professional Ethics including their obligations towards students, obligations towards colleagues and towards the society as a whole.

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Role of Teachers in Multicultural and Multiethnic Society Prof. M.H. Qureshi

z

Most of the countries in the world are multi-cultural and multi-ethnic in composition of their population. The classrooms are, generally, multi-cultural and multi-ethnic community with heterogeneous backgrounds of students. Teacher has been an integral part of entire societies of the world. It is said that the teacher knows the way, goes the way, and shows the way. The teacher has to be more sensitive to the cultural and ethnic differences and should be neutral to these differences whatsoever his ideology is. The textbooks of the schools should also not contain any material which is derogatory to any region, community, caste and religion. The teacher has to keep a balance in highlighting the subject matter prepared to cover different perspectives.

z

The confusion caused by misunderstanding of religious tenets and practices has to be delicately handled by emphasizing the similarities across the religious tenets or emphasizing the universal human values. Every religion propagates love, peace, truth, compassion, charity, accommodation, co-existence, non-violence, good conduct, and service to humanity as human values.

z

The integrity, fairness and dedication makes a teacher a role model for students and this type of teacher is not only respected but he/she is also effective in communicating the lessons to the students.

z

Every faith has value systems which are common. But a lot of bloodshed has been caused in the name of religion. It may be stated that the source of conflicts in the religion or faith is manipulated to justify these conflicts. The teacher is required to balance the understanding of students by linking their individual experiences with multiple perspectives and in the process he/she has to avoid competitiveness and encourage collaboration. The Indian ethos are reflected in the prayers that used to be recited in institutions. It says that “we have to live together, we have to undergo the experiences together, we have to increase our physical strength together, we have sharpen our intellect together, and in this process, we should not be jealous of each other”.

z

The teachers have to play multifarious roles in the institutions where they serve. They may not be paid handsome salary, but they should enjoy satisfaction for bringing improvement in the lives of their students. The teacher sees his success in the success of students. The respect shown to teachers is directly proportional to the integrity, fairness, inclusiveness, magnamity and dedication shown to their students. 75

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Role of Teacher in Multicultural and Multiethnic Society Prof. A.P. Sharma

z

The people who do not uphold the principle of the oneness of humanity and do not possess a modern scientific view of race can cause millions to suffer racial injustice. If at any time people feel the need to set themselves apart from and above others because of race, ethnicity, religion, culture, economic status or any other reason, the consequence is often disunity, conflict, violence, and even war. Such attitudes must be replaced by modern scientific knowledge rather than ignorance, by mutual understanding, by sincere friendship, and by recognition of and respect for the positive qualities and accomplishments among all the people of the world rather than just the qualities and accomplishments of our own group. This, again, is one of the prime tasks of good education, which can only be provided by a well trained teacher.

z

The Constitution of India takes into account the fact that we, being multicultural and multiethnic nation, must learn to live with such a fact and all our efforts must be directed to promote education of all the children and youth living anywhere. This is also one of the great responsibilities of all the teachers and school administrators, parents, families as well as the community. But in this respect the role of a teacher is especially of immense value and highly strategic. It is, therefore, of utmost significance that teachers’ colleges must develop programmes which may help future teachers grow significantly in the right direction and equip them mentally to make them highly belonging to different cultures and ethnic groups. Most pre-service teachers lack the knowledge, skills, and experience that build the requisite professional awareness and assurance for working with minority children. The ultimate challenge for teacher educators is to prepare teachers who can meaningfully connect with their students in an ethnically and culturally complex world.

z

The requisites for pre-service teachers in this regard are as follows: (i)

The pre-service or future teachers need to become reflective practitioners to perform their roles effectively.

(ii)

The pre-service teachers must develop cultural capability, that is, the ability to function comfortably in cross-cultural or multi-ethnic settings and to cooperate amicably with people belonging to different cultures. 76

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(iii) Our future teachers need to become effective cross-cultural communicators. Effective cross-cultural communication skills help teachers create a classroom environment that encourages good interpersonal relationship. (iv)

Effective cross-cultural communication requires knowledge of non-verbal communication.

(v)

The pre-service teachers should understand the interrelationship between language and culture.

(vi) The future teachers need to recognize the cultural roots of cognition and its close link to language. A teacher’s respect for both individual and cultural interpretations of reality and recognition of cultural and personal thinking and learning preferences shows acceptance of individual children and their cultural heritage. (vii) Above all, the teachers need to know how to adapt the content of instruction and teaching style to students’ cutlrual and individual preferences. Besides, curriculum, methodology, and materials should attract students to identify with the educational process and enable them to function positiviely. If the content is mismatched with the students’ values and cultural norms, misunderstanding and distrust are likely to ensue. Consequently, it may affect their progress and extent of learning. z

The integration of multicultural education within a quality pre-service programme prepares future teachers for increasingly diverse classrooms. The teacher training programmes should be organized in such a manner that they provide adequate exposure to the pre-service teachers to handle the multi-cultural students. Through multicultural teacher education, future teachers can begin to see themselves as active participants in the empowerment of students and as facilitators for academic success. As broad interdisciplinary foundation, varied practical experiences, and repeated opportunities to critically analyse ethnic, race, class, and gender issues are the key ingredients in producing skilled, knowledgeable, reflective, competent teachers. All such experiences must be provided in the teacher training institutions to equip the future teachers to handle the multi-cultural and multi-ethnic students.

z

An introductory multicutrual education course should become the backbone for an integrated multicultural teacher education programme. It should provide proper opportunities for reflection on how culture and gender shape our behaviour, beliefs, expectations, values, identity, and personal biases. It needs to expose the future teachers to have meaningful experiences with people from diverse backgrounds including ethnic and linguistic miniorities, as well as the physically handicapped and learning impaired. Knoweldge about family roles and values as they influence learning is imperative.

z

The methodology courses related to such differences may expand one’s knowledge and offer practical applications. It would result in greater professional confidence and 77

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may increase willingness to teach children from diverse backgrounds. The school authorities must identify cultural bias in teaching materials towards age, gender, ethnic groups, language, and physical and mental handicaps. Lack of awanress in the selection and use of textbooks, pictures, videos, software, tests, and other materials may lead to diminish minority students’ opportunities for academic success. Cross-disciplinary teaching methods and strategies that may meet the needs of diverse student populations could be: friendly tutoring, cross-age grouping, cooperative learning, discovery learning and providing thematic material during learning. An introductory course in multicultural education illustrates how specific mthods and strategies, applicable across disciplines, respond to the cultural expectations, values, behaviours, and language needs of various groups. These strategies can be expanded upon and fused into the specific subjectarea methods courses. Drawing the attention of pre-service teachers towards the religious traditions also cannot be ignored in education in our multi-religious society. Teaching of Indian and Western philosophies to pre-service teachers should be more pragmatic rather than providing them information only from the examination point of view. The pre-service multicultural education is also not merely an add-on course. As a nation, we cannot afford to neglet any sector of our population and, therefore, multicultural and multiethnic educational programmes must be developed in educational institutions if we want our nation to stay united into a single whole. Therefore, providing adequate multicultural environment to pupil-teachers through curriculum, giving them direct exposure through field trips and mixing the pupil teachers with varied kinds of population belonging to different sort of cultures should be at priority during the training period. Without such experiences our future teachers cannot discharge their roles succesfully.

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Global Trends and New Scenario of Teacher Education Prof. N.K. Dash

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The Teacher Education system in India and in other parts of the world is passing through a critical period. There are several contemporary developments which are influencing and shaping the new scenario of teacher education system. The factors shaping new scenario of teacher education are systemic changes in the school system, policies and initiatives of the Government, evolving changes in knowledge base (KBase) in Education, rapid technological advancements, global trends and globalization, the emergence of knowledge society and issues in contemporary teacher education system.

z

School education system in India has, in the recent past, become a massive phenomenon with rapid increase in number of schools, number of students and number of teachers. Along with this, school system suffers from massive drop out rate and deterioration in student performance at elementary level. Moreover, there is a dialogical relationship between school education and teacher education as objectives, curricular inputs, transaction of learning experiences, school dynamics, assessment of evaluation mechanisms, etc., prevailing in school system influence upon the teacher education system and the nature of pre-service and in-service teacher education programmes. Policies and initiatives of the governments, for example, universalisation of elementary education, Right to Education Act, (2009), no detention policy, no public examination for class X students, continuous and comprehensive evaluation (CCE)have direct bearing on the curriculum of teacher education programmes. Of late, there have been significant changes in knowledge base (K-base) in the area of teacher education due to contribution of new researches to the curricular inputs in teacher education, evolution of new structures at different levels of educational system and new operations in the processes of education. All these have necessitated viewing teacher education from a new perspective. Future teacher education programmes will be subject to massive transformation due to the use of Internet, online learning, virtual classroom, mobilelearning, open education resources, teleconferencing, etc.

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Several global trends arising out of globalization like transnational education, international 79

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accreditation and assessment, competition for global quality, presence of foreign education providers will shape the nature of future teacher education programmes. Inequality and polarization which pose a threat to global peace and harmony needs to be addressed to in future teacher education programmes. Teacher education programmes must encourage world citizenship, learning to live together, multiculturalism which are necessary for the promotion of peace and harmony in the society. z

Teacher education programmes need to address demands of knowledge society which is characterized by human resources with new knowledge, new skills and global values. With the changing scenario of teacher education, teacher education institutions must develop teachers equipped with the knowledge, skills and values to help their socially disadvantaged students to learn, to resolve conflicts peacefully, to respect each other’s dignity and cultures and to become socially responsible citizens. There should be provision of learning experiences to accept differences and inculcate tolerance of others and of other’s cultures.

z

To sum up, teacher education programmes in the future must address various issues pertaining to peace and harmony in its curriculum, transaction of learning experiences, and evaluation of learner’s performance. Apart from developing knowledge, and skills, teacher education programmes must inculcate in the teacher trainees positive attitude towards peace and harmony, which they can foster, later on, in their students in the schools.

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Teacher Education Governance: Issues, Challenges and Concerns Prof. J.S. Grewal

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The teacher education in our country has undergone vast change during the last two decades, especially after the establishment of the National Council for Teacher Education (NCTE) in 1993. The number of all categories of Teacher Education Institutions (TEIs), pre-primary to M.Ed level, which was small in 1995-96, had gone up to 11,863 institutions. The NCTE was established for the growth and ‘coordinated’ development of TEIs of different categories.

z

Education being a concurrent subject, both the state and the central governments are responsible for policy making, growth and development of teacher education. In some states, TEIs are functioning under the School Education Departments with the help of SCERTs. In other states, these are under the control of the Higher Education Departments. In certain states, it is the responsibility of both. The Rehabilitation Council of India (RCI), the Indira Gandhi National Open University (IGNOU) and the State Open Universities are offering teacher education programmes of different categories through distance education mode.

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In the beginning years of NCTE, there were separate institutions for conducting the B.Ed./M.Ed. and D.Ed./D.Ele.Ed. programmes. Later on the B.Ed. Colleges were permitted by the MHRD to conduct Diploma in Education Courses alongwith B.Ed. and M.Ed. Courses. However, the teacher educators of the secondary teacher education colleges had no orientation in elementary teacher training. The motive of private B.Ed. level colleges was mainly to enhance their earnings by charging high fees.

z

Some issues which have emerged as a result of the unprecedented growth of teacher education institutions are: (i)

Privatization and Decentralization has affected the quality of teacher education. Monitoring of the functioning of TEIs by the Regional Committees of the NCTE needs to be done more rigorously.

(ii)

Mismatch between Demand and Supply of trained teachers is leading to large scale unemployment among teachers. Now the states have started restricting the establishment of more TEIs. 81

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(iii) Lack of Coordination between the State Open Universities, IGNOU and the Face-to-Face Teacher Education Institutions. (iv) Teacher Trainees’ Absenteeism from regular classes and participation in practice teaching is leaving them ill-prepared for the teaching jobs. (v)

Lack of Policy regarding Location of TEIs such as too many institutions located in one area.

(vi) Non-implementation of Policy regarding Comprehensive Colleges of Education where all categories of teachers could be trained and wastage of resources could be avoided. (vii) Professional Colleges of Science, Technology and ICT are also venturing into teacher education without much expertise. A firm policy decision on this issue is needed. (viii) Inservice Training of Teacher Educators of self-financing institutions is not available, except organisation of a few UGC sponsored short-duration programmes being conducted at the Academic Staff Colleges or at selected institutions. There may be certain unserved locations and at certain places where there is overconcentration of the institutions, especially in the neighboring states of metropolitan areas like Delhi, Mumbai etc. z

z

Some of the concerns and resulting challenges to be met through the governance of TEIs are as follows: (i)

Empowering the teachers to reconstruct knowledge and be able to use the same to meet the requirement of the knowledge society.

(ii)

Promoting communication skills as per provisions of the “Three Language Formula” inter alia for inculcation of peace values.

(iii)

Capacity building of the Open Distance Learning (ODL) teachers to develop Self Instructional Material (SIM) for sandwich courses on topics related to conservation of environment, peace etc.

(iv)

Development of life skills and positive attitude towards peace and harmony in students through well thought programme of teacher education.

(v)

Management of practice teaching has become a matter of concern since good schools are reluctant to permit trainees to teach practice lessons and participate in other activities of schools.

Peace-oriented teacher education programmes can be promoted through relevant models of training say, for example, for components of peace teaching suggested Kevin Kester (2011): (1) Why (social purpose); (2) What (content); (3) How (pedagogy) and (4) Where (structure). 82

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(i)

Why of Peace Education: A culture of peace education may be defined as “a set of values, attitudes, traditions and way of life based on respect for life, ending of violence and promotion of non-violence through education, dialogue and cooperation”. The purpose of peace education is to enable the students to raise questions and give them the tools they need to direct their learning.

(ii)

What of Peace Education: The content of peace education could include topics such as sustainable development, human rights, environment, learning and practicing the skills for management of conflict without resorting to violence.

(iii)

Pedagogy for Peace: The pedagogy used in peace education needs to be cooperative, participatory and active learning, including case studies, story telling, negotiation, practice in mediation, and alternative futures exercises, as per Kevin Kester.

(iv)

Structure of Peace Education: The structure of peace education should include knowledge of peace movements, peace makers, concepts of negative and positive peace, direct and indirect violence, human rights responsibilities, world views and ideologies, non-violent communication and dialogue with community members and participation in democratic activities like elections.

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Teacher Education and Teaching Skills for Peace and Harmony Prof. Daya Pant

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It has been observed that development of skills which enable and empower individuals to deal with stress and challenges of life so as to maintain harmony at personal and interpersonal level often get neglected in favour of academic achievement of students in schools and colleges. Earlier living and growing up in homogenous societies ideological teaching-learning did not pose any threat to harmonious existence of citizens as the dominant and minority populations had attained truce in their respective niche. But in today’s reality of mobility and migration all over the globe, there is a need for adoption of proactive strategies that will ensure development of shared global ethic so that different communities coming in contact may not get interlocked with each other in conflicts leading to war and violence. Education for peace attempts to make education holistic by bringing focus on their neglected social aims and objective of education.

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Education for peace complements education to fulfill its objectives holistically and aims at bringing about awareness and transforming the mindset that lead to violence, intolerance and precipitation of conflicts. It is about empowering people with consciousness and skills to reject negativity and violence, develop positivity and confidence to take responsibility for resolving conflicts by dialogues and negotiation.

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It is important to empower teachers through in-service programmes and incorporate appropriate inputs in the free-service programme that will enhance their capabilities to nurture pro-peace attitudes, skills and competencies among students.

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Ordinarily, violence, aggression and conflicts are borne of lack of reflection about situations that cause them. Dealing with stress, annoyance and other such frustrating circumstances calls for patience, creativity and a sense of humour that generate healthy alternatives to aggression and violence.

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Peace pedagogy advocates identification of issues of injustice and violence in the lives of learners particularly those from poor and culturally deprived communities to assuage their feelings and actively involving all learners in reflecting on these issues. In this context, communication and relationship building skills of teachers empower them to connect with others, obviate unnecessary conflicts in their personal and professional lives thereby increasing their happiness and reduce personal stress. 84

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In order to develop skills needed by the teachers, the teacher educators must implement suggested pedagogical approaches in their classrooms, thus changing themselves and, in turn, influencing the students. Working in groups and listening to others will enable students to know each other and drop/overcome prejudices. Various strategies that peace teachers could use include experiential learning, problem posing, projects development, collaborative learning and challenging notions of students etc. These strategies shift the focus of teaching to learning, and bring active involvement of students. The teacher educators could use strategies like (i) experiential learning, (ii) small group cooperative learning, (iii) learning by observation, (iv) discussion, and (iv) skills needed for using textbooks.

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The biggest allies of the school in the process of peace building are children, parents and community and the greatest challenge is to tackle the media. Teacher Education has to emphasise this aspect and develop capacities of involving children and community in the enterprise of peace building.

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Peace Oriented Teacher Education Curriculum Prof. Onkar Singh Dewal

Education system, structure and strategies are becoming more and more market oriented and cater to employments that fetch more money. The character of individuals and value system of the society hardly get due place in our present day educational system. The net result is poor work ethos, poor eco-sensitivity, poor woman equality, poor sense of social responsibility, poor concerted efforts to reduce poverty. Show of wealth, position and power are becoming unbearable to a sane and simple individual. Also there is growing violence, terrorism and disregard to human life, human dignity and human rights. Education ought to turn its eyes to this need; this social imperative. Education for peace is an answer; not for all social ills but to reduce violence, reduce (or eliminate) mindless killings, growing social tension, social disharmony and social disrespect. It means to re-look and re-do B.Ed., M.Ed. Curriculum and Syllabus and to prepare the mindset of teachers, to respect plurality and multiple perspective. The first and the best way to develop a culture of peace and social harmony is to orient teacher educators on the dangers and horrors of war, violence and disharmony. It is an effective strategy to contain the rising tide of mindless killings and violence perpetuated by organized and unorganized sectors. The frontline priorities of the modern world are three; to eliminate abject poverty, to develop eco-sensitivity and to promote social harmony and world peace. Exclusive education breeds intolerance, violence and disharmony. Inclusive education promotes love, fellow feeling, tolerance. It promotes axiological pluralism, multiculturalism and spiritual convergence. For ethical development and moral sensitivity, it is essential that one and all, young and old, share their own space for understanding human dignity, justice, tolerance and respect for “otherness”. Mahatma Gandhi said, “if we want to see peace in the world we need to begin it with children. But this strategy will fail massively if teachers are not oriented fully and comprehensively on knowledge, skills, attitude and values necessary for developing a personality that is serene, sensitive, peaceful, calm and immensely satisfied. It calls for a radical change in engaging teacher educators at all levels i.e., vision, curricular design, content, transactional methodologies and evaluation processes. It has to appear both in the in-service and pre-service courses as well as in other teacher development strategies like attachment, visitations, study leave, and extension activities. The Unesco’s often quoted statement, “since wars begin in the minds of men, it is in the minds of men that the 86

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defences of peace need to be constructed” is to be operationalised. It calls for a strategy that has been termed as “learning to live together peacefully” by UNESCO (1996). This task demands not an additive exercise but making peace and harmonious living as an organic and integral part of school and teacher education. The agenda is global but activities need to be local. The teacher has to transform his thought structure from cultural and religious prejudices to tolerance, multiculturism, understanding and pluralism. We now need to look to pillars of teacher orientation for education for peace. The first pillar is “subject competence”. The second pillar refers to understanding the learner, the third pillar relates to understanding of the learning process, motivation and group dynamics. The fourth pillar exists but exists in low key. It relates to humanism and spirituality. NCERT makes a distinction between peace education and education for peace. The first refers to wide cognitive understanding about various aspects of peace and social cohesion; whereas the latter (education for peace) connotes that all subjects studied by students must develop a comprehensive scenario of peace; that the education system as such must develop knowledge, understanding, skills and attitude that promote culture of peace and culture of social cohesion, social understanding and social capital. Through exposure to education for peace, students will be able to live a non-violent life and will inculcate ten skills that UNESCO outlined, namely: z

Think critically and non-violently

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Think positively

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Respect human dignity

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Build peace in community

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Discover inner peace

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Resolve conflict peacefully

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Be your true self

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Learn to live together

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Be compassionate and do not harm

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Care for the planet

Making Peace Education a part of school curriculum is easy. But to ensure that all activities of the school (curricular and co-curricular) focus on human dignity, living together, resolving conflicts peacefully by discussion, persuasion and debate is difficult if not impossible. It needs full preparation, multiple and multi-level innovations. Some of the innovative approaches could be: z

Using multi channel approach to highlight importance of peace, that helps a nation develop economically, culturally, socially and technologically. 87

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Conscious development of overall school climate that visibly sends signal of mutual respect, better understanding, respect for differences.

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Changing the teacher-centric instructional approach to corporative and collaborative learning.

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Designing “project work” approach to school education that promotes working in teams.

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Promoting inter-faith knowledge and understanding.

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Undertaking visits to places that respect plurality of cultures.

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Arranging talks, lectures of people who promote culture of peace and harmony.

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Building up a point of view that multiple culture, do not dilute nationhood. Pluralism even makes a nation stronger.

In case “Education for Peace” becomes a policy initiative, then it has to get initiated from earlier years of school say, from class 3rd or 4th. In these two years, activities be planned to promote cooperation. In classes 6th to 8th, intellectual inputs be provided that broadened teachers “knowledge” area. Further elaborated exposures be given to teachers of 9th to 12th standard. Theoretical perspective of Education for Peace be introduced at B.Ed. and M.Ed. level as teacher education institutes are the power-house of ideas and innovation. NCERT’s Position Paper on Peace education advocates stage specific inputs. We may round up the finer aspects of that paper and say that in primary classes (up to 8th), teachers may offer beauty of diversity and differences by giving concrete example from nature and social life. At secondary and higher secondary levels, teachers may offer rational explanation of horrors of war and violence; and benefits and beauties of harmony, social cohesion, peace and non-violence. For this, teacher educators in B.Ed. or M.Ed. courses must develop special competencies, commitment and performance to promote culture of peace and eliminate disharmony and fissiparrous tendencies. Here interfaith understanding becomes an important input. The policy makers ought to resort to systems approach in their policy formulation. That means evolving structured programmes in teacher education programmes, i.e., at all nursery level, at B.ED., M.Ed. and M.Phil levels. Teacher education ought to be reviewed critically to ensure that it promotes in teachers, and through them in students, the willingness to live in harmony and peace. Unless a teacher as an individual develops peaceful links with society, self and nature, he can never lead a peaceful life. At the same time education must promote integrity of thought, speech and actions. Thus an individual, through education, must connect oneself with self, society and nature as well as integrate his thought, speech and action. Curriculum ought to have specific note on how to teach and how to evaluate. Specific 88

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aspects of pedagogy (or call it transactional technology) and evaluation need be made clear. Pedagogy cannot be only of “telling”. It ought to include “doing things” and getting experience out of the work done. Transactional Strategy: Curriculum of the Special Paper on Peace and Harmony must contain a detailed section on Transactional strategy. It must develop knowledge base as well as help students shape right attitude towards peace, social harmony and willingness to live together with people who differ culturally, socially and religiously. It calls for appreciating differences. Such an approach calls for collaborative learning and community based experimental project work. Evaluation techniques in this approach must include “paper evaluation” and “situational testing”. For pre-service programmes, it will have to design separate curriculum. It can be a part of the compulsory theory paper or an optional paper. It is always better to have it at both the places. When peace education is part of compulsory paper then all students at B.Ed. & M.Ed. levels will gain. When it is as an optional paper then it will offer deeper and higher contents on peace education. At the same time, it ought to be tacitly integrated in practice teaching and internship. It must also get integrated into co-curricular activities of the institution. For in-service teachers, specifically designed programmes for teachers of near-by schools may be offered. Training and educating teachers who are on the job in schools, programme of peace education ought to be taken widely and deeply. It demands a national plan and comprehensive implemental perspective that will have specific phases of pre-implementation activities, implemental activities and post-implemental activities. NCTE, NCERT, IGNOU, CBSE, NIOS, NUEPA and state level agencies like SCERTs must develop such a National Plan. These institutions jointly may constitute National Task Force for Planning and Implementing Education for Peace. It would include specific tasks such as: z

Design and development of programmes including content details.

z

Development of resource material for teacher educators and teachers both in print form and in non-print form.

z

Capacity building of key resource persons (trainers of trainees), resource persons and teachers in different aspects of education for peace at state level, district level and block level.

z

Sharing information within block, within district, within state and with different states.

z

International networking and knowledge sharing. International Networks must be used to: -

Influence policy formulation

-

Build public awareness

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Give kick start to national programmes

-

Replicate best practices 89

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-

Monitor progress and evaluate impact

-

Help to identify bottlenecks and boulders.

Evaluation relating to Education for Peace ought to cover both knowledge gained during training as well as attitudinal change of teachers and teacher educators. Evaluation process need to be continuous comprehensive and diagnostic to undertake remedial steps. Spirituality, like humanism, is equally missing in teacher development programmes. UNESCO (1996) clearly observes that spiritual dimension will have to be given central importance. Without family peace, we fail to develop social, regional and world peace. Peace depends upon our resolve not to get into violence; violence of the thought, word and deed. Teacher education programme, to sum up, must use contents of Emotional Intelligence and Spiritual Intelligence in shaping mindset of teachers. One of the Fundamental Duties (Article 51A of Constitution of India) mentions: (e)

To promote harmony and the spirit of common brotherhood among all people of India transcending religious, linguistic and regional diversities.

The National Curriculum Framework (2005) has included “peace education” as an integral subject transcending all subjects of study. Peace education, as it recommends, must become education for peace, making one and all not only consumers of peace but “makers of peace”. Education must inculcate in students a spirit of harmony, fellow feeling and brotherhood. With all these comprehensive visionary statements, our implementation has remained disjointed, marginal, patchy and adhoc. We need systems approach to implement peace education. We need building network to enhance task related competencies. Training a few thousand teachers will not be effective. We ought to reach out to 4 million teachers and orient them to peace education so that a culture of social harmony may prevail. Systems approach for implementation of peace education demands will, vision and support. With joint efforts of policy makers, academics and administrators, an implementation perspective can be built up. This three-angled effort will help us to build appropriate climate to propagate peace, to build competency in the work force and develop resource materials to be used by teachers and learners. We need to introduce massive changes in teacher education curriculum at B.Ed., M.Ed. and M.Phil levels that (i) will have contents for promoting peace; (ii) will use teaching methodology to promote collaborative and cooperative learning, (iii) introduces evaluation and appraisal system that measure knowledge base as well assesses changes in attitude. These reflective decisions could be taken up in so far as pre-service education is concerned. Besides this, thoughtful programmes may be designed for in-service teachers, first at state level and then at district level. These in-service programmes will need comprehensive 90

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discussions on many aspects; some of these could be: z

Concept of social cohesion, social harmony and culture of peace.

z

Sociological, psychological and political analysis of social conflicts.

z

Factors detrimental to peace and harmony.

z

Indian cultural practices and philosophical principles that promote peace, harmony and social cohesion.

z

Interaction and networking with institutions and individuals that are engaged in promoting pece and harmony in India and abroad.

z

Developing appropriate study material both for students and teachers in print and non-print form.

z

Establishing a few centres in India for promoting peace and harmony; that will engage in training of key trainers, development of resource material and establishing good institutional practices as bench marks.

The Gandhi Vidya Mandir, with or without national and international assistance, must become a Centre for Education for Peace and Harmony in Rajasthan. It ought to train trainees who will in turn be resource persons in this area to work in educational intuitions to promote peace and harmony. The multi-ethnic, multi-cultural and multi-religious scenario requires plurality, tolerance and respect for otherness. It requires respect to multiple perspectives. A mind is great that respects different value premises. It requires dialogue, discussion, persuasion and patience. Management of conflicts will require new ways to look at a problem and new ways to resolve the conflict. It is difficult, it will take time, but if we have will, we will find the way.

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Integrating Education for Peace and Harmony (EPH) in Teacher Education Curriculum Prof. R.R. Gaur

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The need for integrating education in peace and harmony (EPH) in the present educational curricula is urgent. But how to do it effectively is a serious challenge for the educators today. For this, it is essential to have access to an effective curricular model, a suitable pedagogical methodology, requisite resource material, a conducive environment and an adequate mechanism for development of competent and committed teachers to facilitate this process.

z

Along with proper fulfillment of their physical needs, all human beings inherently want to live in peace and harmony within themselves as well as in peace and harmony with other human beings and with rest of nature. It is the prime objective of all educational processes to equip human beings for fulfillment of these basic aspirations.

z

However, looking at the present scenario, in spite of so much advancement in Science and Technology and multifarious human skills, peace and harmony at all levels are proving to be more and more elusive. This definitely is a very precarious situation for mankind and a serious threat to its very survival. Decidedly, such an alarming situation is an outcome of a serious deficiency in our current education system viz., in the neglect of education in Universal Human Values or Education in Peace and Harmony (EPH). Our present curricula continue to be more and more skill-oriented and valuelanguishing. Hence integrating effective inputs of EPH in our current curricula and preparing competent teachers to facilitate this process and to act as role models to inspire the learners happens to be, perhaps, the most important challenge for mankind in the present time.

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For any curricular input in EPH to be widely acceptable and to be effectively integrated in the present educational system, the following guidelines are essential: -

Universal i.e., equally applicable to all human beings and at all times.

-

Rational i.e., appealing to logic and not dogmatic or prescriptive.

-

All encompassing i.e., permeating to all dimensions of human activity viz., thought, behaviour, work and realization. 92

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-

Leading to harmony at all the levels viz., at the level of individual, family, society and nature at large.

-

Capable of being implemented in the current teaching-learning environment.

In order to live with peace and harmony within and with peace and harmony with the outside world, it is essential for every human being to gain right understanding about oneself (i.e., the sentient being – the ‘jeevan’ or the ‘self’) and about the synergetic co-existence clarifying the needs and activities of the self and the body. One has to discover the truth that the entire existence is an interconnected whole and manifests co-existence at all levels. Also, the entire existence (of which the human being is an integral constituent) is a ‘vyavstha’ which is inherently harmonious and self regulated. Such an understanding enables one to comprehend universal human values and discern them as naturally acceptable resulting in peace and harmony within oneself as well as with all other human beings and with rest of nature. Gaining this understanding and learning to live in accordance with it is the sole purpose of EPH.

Such an understanding cannot be established by mere information transfer or through prescriptive discourses. It has to be systematically groomed by enabling the learner to focus attention on oneself and gradually discover the truth one’s own right. It has to be achieved by involving in a continuous process of self-observation, self-exploration and self-validation for which the learner has to be duly motivated and guided. The teacher primarily acts as the facilitator. It is a process of inculcating right understanding which leads to transformation towards human consciousness. The whole effort has to begin with adequate and widespread awareness of the challenge – how to move towards integrating EPH in the present education. So that the educators and other stakeholders of education, the educational institutions and policy making and monitoring bodies all join hands to provide the requisite thrust. The next essential requirement is to make available an effectively implementable curricular model to achieve the above objective. This also requires the availability of requisite resource material and the mechanism for adequate training of teachers in EPH as well as an orientation of teachers and educational administrators, in general, to create a conducive environment and ethos. A significant model on which extensive experimentation has taken place both within the institutional framework (including the orientation of school teachers as well the teachers and students of technical education) and also in the society at large is the Jeevan Vidya Model. This model is based on Madhyasth Darshan Sah-astitvavad expounded by Shri Nagraj Sharma of Amarkantak. It provides a universal human-centric approach to systematically understand the human reality vis-à-vis rest of existence through the process of continuous self-exploration. The keywords ‘Sah-astitva’ and ‘Madhyasth’ depict the essence of the nature of reality in terms of inherent co-existence at all levels of existence and taking due cognizance of the all-pervading never-changing entity ‘satta’ which is always 93

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in co-existence with all the changing entities of Nature and is the essential source of Vyavastha i.e., harmonious order in the universe. Extensive developmental work on this model has resulted in the formulation of a foundational course input, 8-days intensive teacher orientation module and longer-duration advanced modules for teacher education in EPH. This model has been successfully experimented with a large number of teachers as well as students. Adequate resource material has also become available which can provide adequate guidance for the students, teachers and researchers in this area.

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Teacher Education for Peace, Pedagogy for Transaction Prof. M.C. Sharma

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Despite the fact that due to advancement of science and technology the world today has become a global village, the erosion of values, intolerance, and widening gap between rich and poor has adversely affected the art and philosophy of life to live together in harmony and peace. This has created an urgent need to revive the spirit of life to live together, which may lead to peace and harmony. For this, education for peace is the need of hour at every stage of life.

z

The living conditions of the world today have faced proliferation of war machinery, high tension in politics particularly when it comes to competition of power centres, international conflicts, uneven distribution of wealth/natural resources and violation of human rights etc. These conditions are threat to peace and may lead to the probability of war. In order to avoid this situation, there is an urgent need to develop among young generation the culture of peace and build international understanding and spirit to live together in peace and harmony. This is possible by imparting peace education to young generation through teacher education programme.

z

Peace education is a very comprehensive concept which includes not only providing information about various aspects of human conflicts but also teaching skills of conflict resolution. It is an attempt to transform society by creating a peaceful consciousness that condemns violent behavior. The core values inherent in the concept of peace education are mutual understanding, cooperation, tolerance justice in all spheres of life, human rights and responsibilities etc. Therefore, teachers are to be sensitized and be made well aware of peace education. The provision of appropriate skills, competencies and knowledge needed for peace education are to be made in teacher education programme so that teachers become competent to impart peace education in a desirable manner.

z

The National Council for Teacher Education (NCTE) has brought out the “Curriculum Framework for Quality Teacher Education” for pre-service and in-service teacher education programmes. No separate course on “peace education” has been introduced. However, indirect linkages are available in this Curriculum.

z

The analysis of objectives mentioned in the Curriculum Framework reveals that teacher 95

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education curriculum must inculcate values like cooperation, mutual sharing, living together, and tolerance. The objectives related to promotion of social cohesion, international understanding and protection of human rights, and ecological environment has a direct linkage with peace education. The objective related to the development of scientific temper among children in order to make them free from prejudice and bias leads to peace education for providing equal opportunity to all without exploitation. z

The theory course “Emerging Indian Society” helps in developing insight to deal with problems related to discrimination, oppression, exploitation, terrorism and violence etc. Thus, this course deals with understanding and practice of peace education.

z

Besides theory courses of education, teaching of subjects at school level has direct linkages with peace education. The subjects like Environmental Science, Social Science, Geography, Sociology, Science and Technology highlight the ecological and social imbalances and develop understanding to deal with these changes leading to peace and harmony. In the National Curriculum Framework for School Education, value education leading to peace has been visualized as integral part of school education curriculum.

z

Analysis of curriculum offered by IGNOU for in-service teacher education programme clearly indicates that the core courses viz., ‘Education and Society’ and ‘Teacher and School’ provide understanding of Indian society and help the teachers to solve problems leading to cultural diversities, economic and social disparities. These courses promote peace education by developing understanding towards various cultures, free from ethnic and cultural violence. The modules developed by IGNOU and NCTE on Human Rights Education are used in the orientation courses organized by the NCTE for teacher educators and by NCERT for teachers. In these in-service programmes, components of international understanding, peace and cooperation are reflected in the modules of “Values Education” and “Teaching of Environmental Studies”.

z

As regards pedagogy for peace education, it may be stated that peace education is not included as a separate course or subject of study in the curriculum for teacher education. Teaching for peace and other related aspects like international understanding and human rights needs an integrated approach in curriculum transaction. This is possible by integrating core values of peace education in all major curricular areas/ courses of teacher education programmes. The teacher educators must be well equipped with pedagogical skills to incorporate contextual illustrations/examples in their curriculum transaction. Some of the transactional strategies are suggested below for teaching peace education. (i)

To provide understanding and promoting practice of peace education, participatory methodologies such as cooperative learning, group discussion, role playing, conflict resolution, problem solving and brainstorming are required to be used. These participatory methodologies are useful in understanding peace and its core values by involving teachers with the help of case studies, relevant 96

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illustrations and examples. Some of the issues related to peace education like ‘Devastating arms race and nuclear technology’, violence, terrorism, exploitation can be discussed thoroughly by teacher in a group discussion. Brain storming session on the issues like ‘Erosion of human values’ related to peace education can be organized to find out possible reasons and solutions to this problem. Role playing can be used for inculcating the spirit of ‘living together’. Role of teachers in social reconstruction leading to peace and harmony can be used to resolve conflicts peacefully in an amicable manner. (ii)

Project work can be equally useful for peace education. Project work can be picked up from any issue related to peace education. For instance, while discussing ‘Equality of opportunities’ the issues of ‘Exploitation in various aspects” can be taken up as project work. The students may present a report on various factors leading to exploitation and deprivation of opportunities. The study of factors related to social, political, cultural, ethnic and economic aspects could be taken up which act as barrier to provide equality of opportunities and thus creating violence in the society. The report of the project can be discussed and its implications for peace education can be highlighted.

(iii)

Some of the issues related to peace education like terrorism and violence can be dramatized to sensitize students towards these issues. Besides, literary activities like songs, pictures, paintings, drawings and shows can be arranged by consulting relevant literature, books, case studies etc. Through these activities, violation of peace can be highlighted and reactions of students can be obtained for maintenance of peace.

(iv)

The activities, in which audio-visual material on peace education is developed by involving groups of learners, can be taken up. These activities may include paper-cutting, drawing, making collage, working with scrap materials on the issues like ‘Ecological balance’ and ‘Environment protection’. To understand the importance of international understanding, materials, both audio and visuals, can be prepared or gathered from different countries on their cultural aspects, festivals, dresses and housing system and be integrated in the teaching learning process.

(v)

To get real feeling of peace and direct experiences social service camps can be organized in those areas where peace has been disturbed by violence and terrorism.

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Global Harmony and Peace Basis of Global Relationship and Harmony (Order)-Co-existence Prof. Ganesh Bagaria

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Today, discussion about the world as a global village has become common place. The whole world is ‘connected’physically now. But, what about mentally? At the level of feelings, have we got connected with the whole world or not? There is need to pay attention to this. It is clear that mere physical connectivity is not sufficient. A mindset is needed in which a human being can see his relationship with every other human being, as well as with rest of nature; and living with this clarity and commitment can ensure mutual fulfillment and therefore well being of all. Without such a viewpoint, without such a mindset, the outcome of getting connected physically at a global level will be exploitation of human beings as well as exploitation of the rest-of-nature. This is what is happening today.

z

For this reason, a need for a world view, a mindset of global relationship, global harmony and global peace is being urgently felt today. In the efforts in this direction, the most significant difficulty is to find out as to what will be the basis of this global relationship, this global harmony. Today, there appears to be a dominant view that this would necessarily have to be an artifact of human beings. It has been commonly assumed that opposition and struggle are intrinsic to nature and are innately there in existence; and if that is the case, man has to create the synergy, relationship and harmony in this world.

z

From the exploration of existence, on the basis of co-existentialism, it becomes clear that: Existence is in the form of co-existence. There is co-existence among units submerged in space. Every unit in existence is related to every other unit, and the relationship is one of mutual fulfillment. When we realize this truth, understand this reality, we are able to see the co-existence, the relationship, the harmony in the entire existence. It becomes clear that relationship is intrinsic in existence, harmony is inherent in existence – we do not have to create this, we do not have to construct this. We just need to understand this harmony (co-existence) and to live with the feeling of harmony. 98

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On the basis of this co-existentialist view, human beings have two important things to do: 1.

Understand the co-existence 1.1 To understand co-existence – Knowledge (Gyan) 1.2 To ensure the feeling, thought of co-existence – Resolution (Samadhan)

2.

To live with the feeling, thought of co-existence 2.1 To live in relationship with human-beings – from family to world family Undivided Society (Akhand Samaj) 2.2 To live in co-existence in nature – from family order to world family order Universal Human Order (Sarvabhaum Vyavastha)

These two things being ensured by human beings,, the result will be Undivided Society and Universal Human Order on Earth, in which harmony and peace are very natural outcomes. z

Every unit in nature is related to every other unit, in a relationship of mutual fulfillment. Nature can be seen in the form of four orders: -

Material order – soil, metal etc.

-

Plant order – trees, plants etc.

-

Animal order – animals, birds etc.

-

Knowledge order – human beings

There is a relationship of mutual fulfillment amongst these four orders. The first three orders are related and are mutually fulfilling for each other. These three orders are fulfilling for human beings also. Human being also has an acceptance to be mutually fulfilling for these three orders. To be fulfilling for these three orders, human beings need to understand this mutual fulfillment, this co-existence; only with this understanding will human beings be able to live with mutual fulfillment, in co-existence. This is all that human beings need to do. If human beings do this, then the mutual fulfillment amongst the four orders will be realized. So the total span of things for human beings to do is: -

understand co-existence, and

-

To live in co-existence. 99

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z

Understanding this existence as co-existence, human being is able to live in co-existence which leads to undivided society and universal human order. The human target – Resolution, Prosperity, Fearlessness (Trust), Co-existence

z

Universal human order is ensuring order – from family order to world family order. What we need to do is to bring to reality the five dimensions of human order. i.

Education-Sanskar,

ii.

Justice-Suraksha,

iii.

Health-Sanyam,

iv.

Production-Work, and

v.

Exchange-Storage.

z

Undivided family and universal human order together is humanistic order in which human target is realized – for every individual, for every family and for the world family. This is what we all aspire for. This is well-being for all (sarva shubh).

z

In realizing universal human order, ensuring human education (sanskar) is a primary requirement. Human education (sanskar) essentially means understanding the entire existence in the form of co-existence, harmony; having the commitment, competence and practice to live with the feeling of co-existence, thought of co-existence, behaviour and work in co-existence, as well as participation in universal human order, to realize universal human order. The Programme of consciousness development based value education is an effort in the direction of ensuring human education (sanskar).

z

The responsibility for ensuring human education (sanskar) is that of the parents, the teachers as well as the society. During the period of transition from the present state to the desired state, the most significant responsibility is that of the teachers. Therefore, the education and training of teaches is of primary importance, so that they understand the co-existence, the universal human order and live accordingly. For this, people’s education is required (People’s education is for the grown-ups for understanding coexistence, living in co-existence). Through people’s education, in addition to teachers being prepared, parents and responsible people of society who understand universal human order and live accordingly, will also be developed.

z

From the above, we can reach to the following conclusions: i.

For global harmony and peace, undivided society and universal human order (from family order to world family order) are required.

ii.

For ensuring undivided society and universal human order, it is necessary for every human being to understand co-existence, to have the competence and practice to live in co-existence. 100

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iii.

To develop this competence, human education (sanskar) is required.

iv.

To ensure human education (sanskar), the education and training of teachers is necessary, so that teaches have the understanding of co-existence, the competence and practice to live in co-existence. Then living accordingly teachers will have the competence to provide human education (sanskar) to students. Therefore the programme for people’s education is essential.

From above, it is clear that the foundation for people’s education and education (sanskar) will be the co-existential viewpoint which provides the basis for understanding co-existence and living in co-existence.

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Integrating Peace and Harmony in Teacher Education Curriculum at Different Stages Prof. M. Sree Rama Murthy

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UNICEF defines 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. Thus, 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 long-term process, not a short-term intervention. While often based in schools and other learning environments, peace education should ideally involve the entire community. The rationale for such programmes is that peace is essential for children’s survival, development, protection, and participation in society.

z

Existing values and norms can either contribute to or hinder behaviour that promotes peace. Hence the contemporary values and norms have to be incorporated afresh into the curriculum of teaching.

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Many areas of education overlap with peace education. These include children’s rights/human rights education, education for development, gender training, global education, life skills education, psychosocial rehabilitation, landmine awareness and so on.

z

Teachers should be empowered to design their own curriculum activities on education for development themes.

z

The emphasis of life skills education on developing attitudes and values, and translating those changes into observable behaviours is an important perspective to incorporate into “Teacher Education”.

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Activities should explore issues such as self-esteem, coping with stress, gender roles, communication skills, decision-making, and dealing with peer pressure through the use of role play and small group discussion. 102

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z

A number of countries have developed peace education curricula, usually consisting of activities around themes such as communication, cooperation, and problem solving.

z

The Workable Peace curriculum should plan for integrating the study of inter group conflict and the development of critical thinking, problem solving, and perspectivetaking skills into social studies and humanities content. It should help teachers and students to understand and make connections among conflicts around the world, in our own country, State and in their own schools and communities. The curriculum should provide teachers with an academically rigorous framework and a rich set of materials for teaching about conflict as a major theme in history and current events.

z

If civilizations aren’t tuned to the reality of human existence, they conserve the worst of human behavior and free themselves from any responsibility of creating a positive, peaceful co-existence amongst the diversity of beings. Eventually, they become corrupt and self-destructing. Education is one of the most important modes of dealing with this malaise at its root- that is at the level of individual thought and behavior. Value based teaching which expounds practices of Peace and Harmony are extremely relevant and significant for building a society that is characterized by mutual cooperation, fundamental freedom, peace, humane conduct and co-existence. The educated human being is the fundamental unit of a healthy society and education which is focused on his or her creative, intellectual and spiritual development has the power to extrapolate individual excellence into a thriving, harmonious character of a whole civilization.

z

In the changing global scenario the main aim of ‘Teacher Education’ will be to help people to develop themselves as responsible citizens of their immediate society and the world, who shall not only live conscientiously but also strive toward building a humane mankind. The focus of ‘Teacher Education’ would be to find and evolve ways of inculcating values of peace and harmony based on concepts of right living, mutual respect and trust, cooperation, social justice, open-mindedness and fruitful coexistence. Keeping this in view it is necessary to reorient and restructure ‘Teacher Education’ programmes to include the need for this kind of tutoring. Teacher Education for peace and harmony is intrinsically linked to the understanding of global world orders and commonalities and at the same time differences of socio-political-economic and legal systems. At the level of the individual, it involves a deep understanding of existential reality which implies a philosophical comprehension of being’s relationship to life and at the level of the society, the evolution of respective contextual knowledge.

z

Thus, the content of teacher education curricula and teaching methodologies needs to be redesigned and strengthened for empowering would be as well as already working teachers.

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Transformative Role of Education for Peace for preparing Teachers in India: Critical Reflection on Policy and Practices Prof. Pranti Panda

z

The transformative role of Education for Peace is widely acknowledged globally as a process and action for building peace culture in society. The National Curriculum Framework for School Education (2005) has emphasized education for peace as a necessary component of holistic education to promote values to foster peace, humaneness and tolerance in a multicultural society. Therefore, comprehensive perspective of peace conjecture connotes that peace is not limited to ending violence or negative peace but aims at building positive peace which is inclusive of multiculturalism, social justice and democratic principles. i.

The Right to Free and Compulsory Education Act, (2009) which is now a fundamental right of Indian children calls for preparing teachers to change teaching learning process to address cultural diversity and inclusive classrooms by treating children with human dignity and human values.

ii.

The Position Paper (National Focus Group on Education for Peace, 2005, NCERT) highlights the critical role of teacher as peace builder and emphasized that the success of the initiative for education for peace substantially depends on the vision, motivation .skill and awareness of teachers.

iii.

It is observed that the growing faith in violence among teachers themselves in the form of corporal punishment given to students, caste and gender discrimination, religious prejudice etc. indicates that the teacher education programmes have not succeeded in equipping the future teachers with knowledge, skills and attitudes desired for promoting culture of peace in schools. With these perspectives in view, the policy perspectives relating to education for peace in preparing teachers in India has been critically analysed. Besides it is sequentially examined how the curriculum dimensions relating to education for peace is responding to prepare future teachers with a vision, competencies and skills that will promote peace, multiculturalism and social justice in the class room. It is further explored the challenges in the pedagogical process and major shifts in the teacher education programme to internalize the core values of 104

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education for peace in transforming the future teachers’ beliefs, attitudes and competencies to meet the current educational challenges. iv.

A critical analysis reflects that related content of peace education, social justice and multicultural education are placed as stand alone courses or infused in the curriculum for preparing future teachers. The education for peace not only calls for curriculum reform in the initial teacher education programme but it also poses a question relating to pedagogical practices which are against the culture of peace. As evident, the pedagogical practices are based on prescription and transfer of knowledge through cognitive understanding of the subject. It is further suggested that the teaching learning will have to become a process of action–reflection which requires critical and reflective thinking and dialogical engagement within the cultural context to achieve the goal of education for peace. In this regard, paradigm shifts in pedagogic practices focusing on constructivist approach and culturally congruent pedagogy through contextualising teaching and learning process have been suggested.

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Basis of Global Relationship and Harmony (Order) – Co-existence Preparing Peace Teachers and Peace Workers in the Community Prof. Charles Mercieca

Two of the most important groups we have in this world to make a big difference for endless future generations are peace teachers and peace workers. Of course, this would require a special training, since there are so many factors or elements that are involved in the process. We learn from history that those who exert most influence on children, apart from the parents, are the teachers. Hence, we cannot take the teaching profession lightly. Besides, we are also fully aware of the fact that those who have provided most help for those in dire need especially are the volunteers. Therefore, we should feel obligated to provide both teachers and volunteer groups with the best preparation possible as to achieve the maximum of results. We need to make sure that in any position we hold in society we try to render the best service possible. In other words, we need to create a new global community where we all work as different parts of the same body with good coordination and harmony. Since children are still in a stage of growth and development, they need to learn about the realities of life that surround them the way they are. It is very important for both teachers and volunteers to be saturated in virtue. After all, the best way to win the hearts of others is by demonstrating that we practice, in the first place, the good things we preach. When we bring up a group of individuals in an environment of aggression, such individuals will eventually reveal aggressiveness in their dealing with others sooner or later. On the other hand, when we bring up a group of youngsters in an atmosphere of peace, such youngsters will eventually reveal serenity, peace and harmony in their communication with others. Vladimir Lenin of Russia said: Give me a child until it is five and it will be bolshevist forever. The ideas we put in people’s minds when young may remain with them for the rest of their lives. We may mention here the preamble of the United Nations Educational Scientific and Cultural Organization (UNESCO). 106

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It starts as follows: Since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed. Hence, the only effective way we have at our disposal to avoid future conflicts and wars, is to be sought in education and not in weapons and military equipment. Each time these two elements were used we discovered that violence breeds violence and more violence breeds more violence. Also, throughout history we experienced with regularity that each time we resorted to the practice of virtue, such as patience, humility, perseverance and love, among others, we always witnessed positive and constructive results. On the other hand, each time we resorted to hatred and revenge, we ended up in unbearable conflicts and the never-ending of the promulgation of wars, where everyone ended up to be a loser and no one a winner. Our secret of success in human relations is to develop always a win-win situation, where everyone would benefit in peace and harmony. One of the problems we have at this stage of history lies here. Not all teachers were prepared in their academic preparation to become peace teachers. The main goal of the traditional method of teaching has been very simple: the accumulation of knowledge that is presented in the respective subject areas. Once the students reveal they did acquire such knowledge then they simply graduate and become officially certified as teachers. This way teaching becomes practically just another profession, a way of making a livelihood. The acquisition of the knowledge of the subject areas of study was the ultimate goal. In order to produce a higher level of teachers, we need to move a step further. Every subject area without exception should become a means to a further and indispensable goal. This would consist of the eventual promotion of a permanent world peace where everyone is given the opportunity to live in harmony and to develop one’s potential to the maximum possible. However, those who were trained to become peace teachers would approach these two subject areas differently in a way that would prove to be very beneficial for every human without exception. The teacher of history may ask the students to propose ways how future struggles and wars could be avoided as never to have a World War III. In the case of geography, the teacher may show, say, a map of Europe that existed before World War II and then another one that appeared after World War II. The peace teacher here may say: Look at this west part of Poland. Before the war this was part of Germany and the people there were viewed as Germans and travelled with a German passport. Today, the same people are viewed as polish and travel with a polish passport. Afterwards, the teacher may raise a question: Does this make any sense to you? The job of the peace teacher is not to tell answers but to stimulate students to come with their own answers. This way students are trained to become a part of the process of history with the full 107

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realization that they can make things happen for the better or the worse, depending on what kind of actions they would choose to follow. Later, the teacher may remark saying that our pride should not be in being a German, French, Russian, Chinese or American but in being a beneficial person to the entire world. In other words, the job of the peace teacher is to raise the human consciousness that we are all members of the same body, the global community. The peace teacher may try to instill in students a great sense of responsibility and encourage them to make sure that the career they pursue in life is geared toward the universal welfare of all people without exception. The teacher may point out that all people from every walk of life and profession may have the vocation to serve their nation and the world at large by becoming involved in the political sphere of life. Besides, the peace teacher should select some influential jobs that people may perform in life and show them about the unique opportunities they offer to enable students become more positively and constructively influential in the community. If we really want to change the world for the better, it would be much easier for us if we were to do that from a position of power where every decision-making is involved and carried out. Peace workers represent a vast range of dedicated persons who are fully prepared to perform a variety of work that is fully beneficial to the universal welfare of all people without exception. We may have peace workers of the type of Mother Terasa of Calcutta, whose vocation in life was to help the poorer of the poor, as she put it. Others may be of the caliber of Mahatma Gandhi who worked fearlessly to end up the foreign occupation of his native India. We have witnessed wars continuously for the past 2,000 years. All other philosophies that came during this period did not produce permanent results as far as real peace is concerned. As the familiar saying goes, it is better late than never. We need to take seriously the content of this presentation by convincing ourselves that preparing peace teachers and peace workers in our communities is a gigantic step in the right direction that cannot be taken lightly. The good news is that the momentum has already started even though it may not be fully a visible on a global scale. The positive and constructive steps that we may take to become directly involved in this world-wide peace process may be outlined as follows: (i)

Conviction that the manifold problems of the world would be better solved when we are in peace than when we are at war.

(ii)

Initiative in doing constructive work in the best interest of all people. 108

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(iii)

Determination in never giving up when confronted with problems.

(iv)

Ability to do everything positive with determination and perseverance.

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In view of what has been stated, it is quite obvious that the creation of peace teachers and peace workers everywhere is all we need to help bring the entire world several steps closer to a permanent peace in our community.

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Sociology, Multicultural Communities and Culture of Peace Marcos Estrada

z

Preparing peace teachers and peace workers in the community has acquired a new dimension in the last decades. More than ever, we live, commute and work with people from different ethnic and religious backgrounds, from different cultures. Although it may be perceived as a challenge by many, it is an opportunity for acquiring new knowledge and to deconstruct ungrounded myths and enhance social integration towards a peaceful environment. The world has changed with the increase of the phenomenon called globalization that makes communities, previously quite homogenous, more multicultural than ever.

z

Amongst the people in the regions, we can find people of all ages, infants, children, adolescents and adults, who have different needs. According to a report of the United Nations Children’ Fund (UNICEF, 2005) ‘Paraguay and Argentina have significant presence of children and adolescents that migrate with their families from bordering countries (Brazilians and Argentineans in Paraguay, and Paraguayans and Brazilians in Argentina). This report brings light to the fact that children and adolescents can receive education in bordering country and construct a multicultural identify. Either in the formal, informal or non-formal educational setting, peace teachers and other professionals have to be aware of this fact and deal with them. The region, seen by both countries in the 70s as a region vital for integration and peace, is today represented by a “difficult place”, where peace is at stake and conflicts between different groups have appeared. Brazilian immigrants are today seen as a “problem”. However, it is important to recall that they were stimulated to the region as a “solution” to populate the region. A range of experiences, including past and present sociological interactions, have played a role in the life of people living in multicultural communities in the regions.

z

History plays an important role multicultural communities, and add that ‘experiences, cultural values, religious beliefs, institutions and social structures all channel and shape the effects of external forces, leading to forms of change and resistance that bring about very different outcomes in specific communities or societies’. The ongoing organic process of multiculturalisation, the formation of new and multicultural communities, is constant. 110

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z

The formation of multicultural communities is an aspect of the migration system resulting from ‘state-to-state relations and comparisons, mass culture connections and family and social networks’. It is suggested that past connections, immigration, common cultural values, amongst other bilateral factors, may serve as foundation for multiculturalisation, not only for formation of multicultural spaces between Brazil and Paraguay, but in other parts of the world also.

z

It was conceived that a new educational approach is required, and education has since long time ago been reshaped in different ways seeking to addressing the necessity for a more peace lasting curriculum concentrated on the current demands of multicultural constructions in the 21st century. It was seen that a peace curriculum is a significant and valuable pedagogy to prepare students to take actions for themselves.

z

The year 2000 was proclaimed as the International Year for the Culture of Peace (UN Doc. 1998, A/RES/52/15) and the period ranging from 2001 to 2010 as the International Decade for a Culture of Peace and Non-Violence for the Children of the World 2001-2010. It was recognized that ‘peace not only is the absence of conflict, but also requires a positive, dynamic participatory process where dialogue is encouraged and conflicts are solved in a spirit of mutual understanding and cooperation’.

z

The Declaration and Programme of Action on a Culture of Peace not only makes this recognition, but, for the first time, UNESCO calls for a global movement for a Culture of Peace. Despite the launch of the International Year for a Culture of Peace, the Decade for a Culture of Peace and the along with the Declaration and Programme of Action on a Culture of Peace, UNESCO did not report many actions during this period. Although they have reinforced that importance for a Culture of Peace, the actions laid entirely in the hands of unknown peace teachers and workers, ordinary citizens and civil society organisations.

z

In December 2009, the United Nations General Assembly, in the sixty-fourth session made an important request: 17. Further requests the Secretary-General to submit to the General Assembly at its sixty-fifth session [in 2010] a summary report on the activities carried out in the past ten years by the United Nations Educational, Scientific and Cultural Organisation and other United Nations entities, Member States and civil society, including nongovernmental organisations, to promote and implement the Programme of Action (UN doc. 2009, A/RES/64/80).

Although the Secretary-General has not submitted to the General Assembly a report in the sixty-fifth session, in 2010, the Youth Team for a Culture of Peace produced the Final Civil Society Report on the UN International Decade for a Culture of Peace and Nonviolence for the Children of the World (2001-2010) with 1064 responses from over 100 countries. In the report, it has summarized the actions carried by peace teachers and peace workers around the world, either working in the local community or at the international level. 111

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As part of the process of educating for a Culture of Peace, civil society members and organisations have played the major role, and the youth have been at the lead for more peaceful societies. The Decade for a Culture of Peace was valuable, but by itself had not value, the value came from worldwide initiatives carried by peace teachers and peace workers around the world educating for peace. The path to address issues in multicultural communities is the mobilizations of civil society members. Education seeking a Culture of Peace has to be understood in the wide context by peace teachers and ordinary citizens, in the formal, non-formal and informal settings. Peace and harmony will not be achieved by inefficient diplomatic moves, but with the mobilization of civil society members to understand the blended combination of different characteristics of a Culture of Peace; they can provide a revolution of thinking that would make peace a genuine social aspect of the world.

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Relevance of African Human Values to Peace and Harmony based Education Mr. Habyarimana Heli

z

Today’s human mindset is overwhelmed by individualistic and capitalist thinking which in different part of the world leads to conflicts of interest, wars and other forms of disparities between people. There is a strong need to equip current and future generation, especially teachers, with an education which promotes the culture of peace and harmony, and consequently could bring about people’s change of mind for a much better humanity.

z

It is felt that knowledge and application of the African human values and forms of social harmony in education could prompt harmony and equilibrium not only in Africa but also all over the world. This, in turn, would raise education on practitioners’ awareness of principles, values and morals found in the African society and would inspire them to promote and safeguard peace and harmony among the society they serve.

z

In fact, the African socialism, communalism and communitarianism confer to Africans the values of unity of being, familyhood or consanguinity, openness, mutual commitment and co-operation, interdependence, and the umbilical linkage with and between generations. Moreover, these moral principles have been actually influencing peoples’ lives through determination of the concept of good and bad, right and wrong, humanism, humanity, brotherhood, and notion of the common good.

z

It is in this regard that, from the aforementioned principles, the concept of moral values ‘Ubuntu’ has spread in different parts of Africa: Ujamaa, Harambee and Fihavanana have been significant in East Africa, the notion of Tiboa and ibuanyidanda have dominated the West Africa, and ubupfura has characterized Rwanda. Indeed, these have been reflected in African languages, philosophy, thoughts, morals and everyday practices. Thus, their effective integration in education should probably shape and sharpen a peace and harmony based thinking among current and future generations.

z

These African human values should work hand in hand with the principles of education in order to produce persons of integrity who would contribute to the institutionalization of peace and harmony for the common good of Africa and the humanity. 113

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z

The concept of ubuntu is widespread in so many parts of Africa, especially ‘the Bantu region’. This concept entails the fact that individuals live in their several relationships with others. So many personalities like Nelson Mandela, Archbishop Desmond Tutu (South Africa) used this concept and the philosophy while they were exhorting citizens to their interconnectedness and their living as a community. The concept further gave to the philosophy ‘ubuntuism’ of which maxims “to be human is to affirm one’s humanity by recognizing the humanity of others and, on that basis, establish respectful human’s relations with them”. In other countries like Rwanda, Burundi, Tanzania and Uganda, ubuntu has got the meaning of “human characteristics of generosity”, and/or “human’s essence or humaneness towards others in the community”.

z

The concept of ujamaa developed in Tanzania in 1960s implies that “a person becomes a person through the people or community” which hereby joins the characteristics of ‘familyhood’ and ‘consanguinity’ of Africans. In this respect, educators with ujamaa are probably important actors of peace and harmony since they assume the responsibility for mutual support and development.

z

The concept of harambee “embodies ideas of mutual assistance, joint effort, mutual social responsibility and community self-reliance”. In this view, “principles of collective good go far beyond individual gain”. The spirit of harambee has guided the general social life of Kenyans and has prompted them to achieve too many endeavours as a result of their collective efforts as well as their ‘self-help’ and fostering the spirit of promoting peace and harmony. They should even constitute a foundation of peaceful and harmonious living since people are less eager for their individualistic interests rather than common and shared interests.

z

The concept of fihavanana has been prevailing in Madagascar. It has a wide range of meaning including “kinship, friendship, solidarity, readiness to help, and good relationship”. Educating to fihavanana equals educating to peace and harmony, and teacher trainees who have fihavanana should be minded to promote peace and harmony in their community.

z

The concept of tiboa in West Africa urges to moral practices thus promoting peace and harmony.

z

The ideology of ibuanyidanda implies ‘social solidarity’

z

The Rwandan concept of ubupfura has been integrating and considering all best practices aiming at promoting human dignity, humaneness, social wellness, and good cohabitator, which lead to “the edification of a collective destiny”. A society with ubupfura is harmonious whereas a society lacking it is inhuman. In this respect, promoting ubupfura not only in education but also in other facets of everyday life should likely result in shaping a peaceful and harmonious community.

z

To sum up, the above principles, values and concepts, it is obvious that their focus is mainly on shaping a human being who exists only in harmony with the community. 114

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Teacher Education for Peace and Harmony: A Vedic Perspective Dr. Laj Utreja

How can the Teachers and the Taught accept Peace Education? Just as the objective laws govern the objective universe, so must there be subjective laws governing the subjective universe of human beings. Whereas, harmony is assured because of the inherent order in the objective world, this order must be introduced in the subjective world to assure harmony among all people of different geographies, races, cultures, faiths and genders. The most fundamental of this law is drawn from the Rig Veda, “Vasudheva Kutumbakam – the whole universe is o-ne human family.” The only way to introduce this law into human beings is that they willingly subscribe to this law. This can be done through teaching and training. The origin of human values is the source at the core of our being. The source being nonphysical, non-material, without any attributes and qualities introduces values through Rita, the universal order. The order does not delimit importance of o-ne element of manifestation over the other, but provides an avenue for the universe to sustain itself. That order is called dharma, the sustaining principle. From that order follow the objective laws that govern the physical universe and the subjective laws that govern human beings. Consider, for instance, if the sun decides not to shine any longer, or the earth decides not to revolve around the sun then there would be no world and life that we know of. While revolving around the sun, the earth does not diminish its role, but follows intrinsic value in the performance of the universal order. Similarly, the roles of a child and of a wife in a family are not inferior or superior to that of the rules father or the husband, so long as all follow their intrinsic values in the performance of family order. The same goes with any relationship: the employer, employee; teacher, student and the like. All human values follow from the universal order. Thus far, the world has not been successful in teaching the very simple precepts of the universal order – peaceful coexistence. The known history is replete with conflicts, strife and wars. We can avoid great suffering if someone stands up and teaches the way of true Peace. There is a way to effect peace in our time, and we must be willing to do something about it. The word ‘peace’ by itself may not mean much, but teaching certain practices may ultimately bring in the desired result. From the Vedic philosophy, three effective practices which may help us achieve peace can be delineated. 115

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Will and Repetition

It has been shown that the mind of both adults and children are greatly influenced by repetition, and this can be continued throughout our lives. The repetition of sight, sound and actions becomes ingrained in our mind and affects us in a number of ways including our thoughts and our emotions, and eventually shows up in our reactions. In the Vedic ways, one takes a Sankalpa (resolution, free will) before performing any work is a kind of declaration to ourselves and to the spirit within us. The Vedas say that the whole Universe is evolved through a Sankalpa of the Lord. When a child is taught through diligent continual repetition that killing someone ends the existence of that person and destroys families, those children without a father to lead, teach and provide for their families; and that consequences among affected children and families build up as emotions of anger and thoughts of hatred and revenge that cannot ever be eliminated from their minds. That child will have a propensity in his mind to choose not to hate and not to murder.

(ii)

Prenatal Education – Spiritual Seeding

The higher souls have a freedom to choose their parents. They like to choose to be born in the pure hearted parents. Therefore, if a person loves to get a great soul as a child he has to be spiritual. The parents, who are pure hearted and have divine aspiration, are blessed with great souls as their children. But sometimes we see that right children are born to wrong parents. How it is possible? Sometimes the great souls deliberately choose the wrong parents or wrong clan for two reasons: 1) By choice, so that the clan or parents can be transformed, and 2) The great souls want to reveal that even with the lot of psychological pollution in the environment it is possible to grow spiritually. There is also a possibility of a great soul’s birth in a wrong environment by mistake. But generally the great souls prefer to be born only to the spiritually qualified parents. However, ordinary parents can be taught to have children born to them with certain knowledge, e.g., peace and harmony. It has been shown that the minds of children are greatly influenced even while they are in the womb. There are also mantras for the well being of the pregnant mother as well as for health, security and prosperity in life of the unborn child. Teachers can teach the parents the following preparatory steps: Children of peace knowledge in the womb – Peace Mantras should be recited repeatedly to make the child’s mind peace-loving. These children will be born with peace knowledge and a higher receptivity for peace, just as Abhimanyu learned in the womb about entering the chakravyuh – a land war formation. Therefore, the parents should be eduacted enough to nurture their children with the knowledge they want to impart, such as peace and harmony. 116

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(iii) Yoga The substance of yoga is summarized in the verse “Yogash chitta vritti nirodha.” Yoga is the cessation of mental modification or the way of being. The four words of the verse define the discipline in a practical way. Chitta is the mind field, which is the field of perception and reflection. A mind field connotes a subject and a separate object, which includes everything that can be grasped. Vritti is more than a thought. It is a mental activity of the form of consciousness outside of conscious thinking. There is a separation between a perceiving subject and a perceived object. The word nirodha carries in itself the complete essence of spiritual realization in the soul. It is the cessation, the silence—not control, which is an effort, an uneasiness of sorts. The discipline of yoga is the cessation of something that hardly ceases and which is described by the expression chitta vritti. Any perception in which the perceived object is perceived as separate from the perceiving subject is designated by the expression chitta vritti. Yoga is the cessation of mental activity – not a temporary cessation, but endeavours to achieve a state of peace depending on particular circumstances. Most popular meditation techniques propose a truce in mental agitation. But then it is perceived only in the absence of thought or perception. Yoga, on the other hand, with cessation of mental activity is its ultimate accomplishment. Performing yoga offers the most practical and uncontested way to accept peace and harmony as your dharma.

Overview Vedas state that both the teacher and the taught pray together for togetherness in thought, speech and action by reciting the following Vedic Mantra: Samanee va Akootih, samana Hridayani vah; Samanamastu Vo Mano, Yatha Vah Susahasati! (Common be our intention, may we be united in offering; may we be united in hearts; may we be united in thoughts; Let there be oneness in your resolutions, hearts and minds, so may there be perfect unity amongst you.)

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Education for Youth Building a Harmonious World Nina Meyerhof, Ed.D.

We, of Children of the Earth, a non-profit UN NGO, work to “inspire and unite young people, through personal and social transformation, to create a peaceful and sustainable world”. Our belief is that one by one, this inspiration to explore the inner life will lead to being socially responsible and united for peace building. The future generation, the inheritors of all our actions, is rarely given the tools to prepare for this life journey. We could help these young people now rather than later. Imagine if you did not have to reconstruct your past and peel away your life experiences. Imagine if you had been told, “just be yourself” and be loyal to your inner voice. Imagine if you had been given the tools to learn how to make and keep positive relationships with your friends and fellow human beings. What a wonderful world we would live in! “Children of the Earth” is recognized as a world leader in education for ethical consciousness and interfaith unity. We stand for how we live as a species of humankind on one Earth and in relation to the whole of the Universe.

One Earth….with all her Children smiling! We are learning from science that we are interdependent and interconnected as one life. In the awareness of consciousness there is possibility to finally learn this fact. We are learning to understand that peace can exist not only as a state of being but also be the manifestation as a way of creating peace in our world. It is in our unity that we will be able to accept our diversity and finally find means to live together here on Mother Earth. In the past, education imitated culture. As global awareness and activity increases, the culture of the community becomes diffused. New Culture must emerge as living within a common Universe for the survival of all species. Our work is based on Universal Ethics, Achieving Standards as Principles for guidelines and establishing global values and thus Harmony occurs. From years of experience of asking young people to delve into their inner nature and to discover the voice within, we at Children of the Earth noted that there were many commonalities in terms of how to live and what is meaningful. We asked youth at different meetings to distill this into a Code of Ethics that would be relevant to them as well as a 118

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message to others. What emerged is a universal set of ethics to which all agreed upon. They were willing to live by this code and to continually self-assess their behaviour to see if it aligned with it. Self-assessment and not need someone else to offer his or her judgment. We all know when we live in love, with trust, in honesty with truth as our guide, using our courage to be all of that seeking wisdom and still be a humble person. What a great human being to have as a role model!

Code of Ethics: Actions Based on Selflessness and Love Love - for the form, voice, thoughts and spirit of each person Respect - for differences Honesty - of our feelings, thoughts and behaviors; to be transparent Truth - in feelings and thoughts Courage - to take a stand Humility - to reflect inner peace Wisdom - to be a seeker

Guiding Principles z

Trust your intuition

z

Demonstrate dignity and respect

z

Communicate with honesty and clarity

z

Assume the good intentions of others

z

Support shared leadership

z

Celebrate diversity

z

Be inspired to take risks

z

Allow decisions to emerge and embrace the process

z

Understand the whole is greater than the parts

z

Strive to support sustainability both personally and environmentally

z

Honour agreements and take ownership for outcomes

Becoming a Global Citizen One of our goals is to experience one’s self as a global citizen. This means one feels the connection between and amongst others within your local life, the national arena and the international world proving that we are united as a family of humankind and eventually must live caring for one another. As we begin the journey inwards, we also work outwards from the principles towards becoming a global citizen. It is the process of seeing the whole or being holistic. We move from the principles to serving the collective good, from a world of competition to a world of 119

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mutual collaboration. The shift from what exists to what is possible involves the choice to live in a different way. Our values alter from a self-oriented, greed-based society to an altruistic society one in which we care for each other.

Values Competition Materialism Violence Separation Dualism Conflict Nationalism Reason or Logic Knowledge Domination Cultural Competition

Collaboration Non-attachment and Nature Compassion Wholeness Unity Peace Global Understanding Imagination Wisdom from Within Empowerment Multicultural Collaboration

The Spiritual Activist Model Proposed by Children of the Earth Reflect is the journey that we take to awaken the inner self. The path may include meditation, contemplation, and/or prayer. As we become still, we hear the inner calling of our authentic self and experience personal purpose. Connect bridges the perceived gap between self and other and leads to unity. Through deep compassion and listening, conflict transcendence and non-violent communication, we learn that it is possible to live in harmony, and thus we weave the interconnectedness of our family worldwide. Action is taking the inspired will to serve others in the world through individual actions, local projects and global work. These acts are based on spiritual principles and ethics of Spiritual Activism. Humanity is at a crisis/opportunity moment. We are responsible for educating our next generation and setting the tone for all future generations to come. Let us seek Global Harmony on all levels and establish holistic ways of living. We are one family of humankind having this human experience and being called forth to give meaning in each step we take. Let us dedicate ourselves and live in peace. 120

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Harvesting What We Plant: Integrating Peace and Harmony in the Malawian Teacher Education Dr. Steeve Sharra

z

The Malavi teacher education system has been undergoing several reforms for quite some time. A study of the new teacher education programme found that problems of poor quality and low morale posed an obstacle to the quality of education being offered to Malawian children.

z

A new curriculum came into being after having been developed for four years beginning in 2003. Although the new curriculum embraces topics on conflict resolution and human rights in a new subject area, there has never been a bold attempt to introduce a peace curriculum into the system.

z

A paradigm shift has happened in global teacher education policies from a teacher training perspective to a teacher education framework where teachers are seen as professionals who contribute to curriculum development and adopt action research.

z

The concepts of u Munthu (identity, meaning and quality of human being) coined by the societies of Southern Africa and So hum (an Indian philosophical concept) stands for the same idea of how human identity is derived not from the individuality of a person but rather from communal existence and collective responsibility for one another and for all of nature. As educators interested in peace and harmony, we have a difficult but doable task to conceptualize a curriculum that integrates peace and harmony with subject matter content.

z

Given global events of the past three years, there is a compelling need of empowering teachers, learners and communities in furthering peace and harmony, equality and social justice.

z

The integration of peace and harmony in the education of teachers around the world is an imperative of the current generation of educators if future of the planet is to be safeguarded. What the world harvests in the coming decades depends on what the world sows today. The knowledge that peace and harmony are concepts occurring in the communal thought traditions of Sub-Saharam Africa and India ought to give added impetus to collaborative efforts in developing a set of teacher competences for teaching peace and harmony in schools in India, Africa, and around the world. 121

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Baeyul Dewaling: Structure and Approach of Programme Offering Dr. Ronald

z

Baeyul Dewaling is a ‘GNH Centre’ (Gross National Happiness Centre) in Bhutan that aims to transmit the values, principles, and practices of GNH through everything it does- not only its specific programmes or curricula but also the nature of community that participants will experience, the building design, the landscape, and the way that participants interact with their natural surroundings and local communities.

z

Baeyul Dewaling is a holistic endeavour that embraces spiritual, cultural, community, economic, and ecological dimensions, and it is relevant to the lives of everyone, to all sectors of Bhutanese society, and to non-Bhutanese visitors as well.

z

A five-phase sequence of Baeyul Dewaling programmes proceeds logically and sequentially from view to practice through:

z

(i)

analysing current conditions and building GNH motivation

(ii)

deep understanding of the meaning of GNH

(iii)

putting GNH principles into practice

(iv)

dealing concretely with real life challenges

(v)

genuine GNH-in-action after leaving Baeyul Dewaling.

Five one-week programme modules include (i) Organic farming, (ii) Education, (iii) Meditation, (iv) Waste minimization, (v) Bhutan’s Ancient Wisdom Traditions. The approaches for the programme on Education, for example, include the following: (i)

Why is there currently certain yawning gaps between school education and genuine knowledge and wisdom?

(ii)

How does GNH based education differs in view and vision from conventional educational approach?

(iii)

What does GNH – based education look like in practice? For example, how do curricula and classroom teaching and learning differ from conventional curricula and methods? 122

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(iv)

What challenges will arise? For example, will GNH – educated students be able to pass examinations and get into university and will they have the skills to handle the modern world? How can teachers be effectively trained (and recruited) to implement GNH-based learning?

(v)

What will teachers, principals, and students participating in this Baeyul Dewaling programme concretely undertake to do when they return to their own schools?

z

The common approach applied in the above mentioned five sample programmes could be applied to other programme themes.

z

The three significant qualities nurtured by all GNH programmes are: sufficiency, empowerment, and service.

z

Meditation is an integral part of GNH programmes.

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Skill in Teacher Education for Peace and Harmony Dr. Leela Pradhan

z

One of the aims of teacher education is to bring about appropriate change in behaviour of students. The change must be peaceful and harmonious involving development of various aspects of the child’s personality, namely, physical, mental, spiritual, moral and aesthetic. This aim is based on psychological foundations which assert that each child is borne with some skills, aptitudes and capacities. In order to develop the individuality of a child in a balanced and effective way, harmonious development of all aspects of his/her personality is a must.

z

Different types of life skills for peace and harmony need to be inculcated in students. The life skills are a group of psycho-social competencies and interpersonal skills that help people think critically and creatively, make informed decisions, communicate effectively and develop coping and self management skills to lead a healthy, harmonious and peaceful life.

z

Precisely the skills significant for education for peace and harmony are: -

Self Awanress

-

Empathy

-

Critical thinking

-

Creative thinking

-

Problem solving

-

Decision making

-

Inerpersonal relationship

-

Effective communication

-

Coping with emotions and stress

-

Resolving conflicts

z

Self-awareness builds a sense of self esteem and self confidence.

z

Empathy allows us to find common ground between ourselves and others. One will be able to make decisions that benefit onself without hurting others. 124

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z

Critical thinking plays a crucial role in evaluating new ideas, selecting the best ones and modifying them, if necessary.

z

Creativity enables us to accept change and newness, a flexibility of outlook, while looking for ways to improve it.

z

Problem solving requires discovering the core issues, analysing various possible ways of tackling the causes, envisaging potential consequences and deciding what is best for ourselves.

z

Decision making helps us to deal constructivity with the choices of our lives that is the best amongst various alternatives in many life situations.

z

Positive Interpersonal relationship skills help us to relate in positive ways with the people we interact with.

z

Different types of Effective communication include: (i) Verbal communication, (ii) Non-verbal communication, and (iii) Listening

z

Coping with emotions and stress is a life skill which is very important for loving a healthy, peaceful, harmonious and successful life. There are several ways to manage stress such as:

z

-

deep breathe

-

talk it out

-

movement

-

taking care of body

-

laugh

-

physical comfort

-

take a break

-

managing time

-

know the limits

-

talk less and listen more

-

cooperation or compromise

Some tips for Conflict resolution are: -

don’t react

-

listen carefully without interrupting

-

communicate clearly and respectfully

-

try to find out a solution that is acceptable to both the parties. 125

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Thematic Session-1 Chairperson

:

Sharmani Charitra Pragya

Co-chairperson :

Prof. H.S. Srivastava

Theme

Relevance of Universal Human Values and Peace based Education

:

Highlights of Presentations Speaker-1 :

Dr Geeta Rai

Topic

Relevance of Universal Human Values and Peace Based Education

:

z

We often teach our children to suppress emotions. There is a need to practice and develop emotional and spiritual intelligence which will enable the individual to understand each other’s point of view and learn to be open minded. If teachers can teach their students to navigate depths of their emotions, they will find peace within themselves and their world will be a better place to live in.

z

A fundamental challenge of education in the 21st Century is to teach human values and social skills necessary for learners to be a complete individual.

z

Parents and teachers should teach the art of learning emotional and social intelligence which involves the mind, heart and brain.

z

Strategies to attain peace education include stories and discourses, yoga, music etc. Yoga balances the state of mind and generates the right kind of attitude in an individual.

Speaker-2 : Topic :

Dr. Bindu RL Value Oriented Education for developing a Holistic View of Life and Universe

z

There has been a rapid deterioration of ethical and moral values in the Indian society. Social values aim at inculcating in the children a sense of humanism.

z

The content of education should be radically transformed and made relevant by integration of intellectual and manual work, linking of education with development, emphasis on culture, science and technology and promotion of the values of democracy, secularism and socialism. 131

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z

Similarly, a great emphasis will have to be placed on promoting scientific outlook about life and basic values of pursuit of truth, equality, freedom, justice and dignity of individual.

z

A constructive compassionship between teachers and students is required to be developed. Value oriented teacher education can promote fundamental qualities such as truthfulness, cooperation, dignity of labour, common brotherhood of man, love and compassion, justice, peace and non-violence.

z

Planning pedagogical aspects of value education requires professional development of teachers and their training and planning at both the school and the teacher education level.

Speaker-3 :

Dr. Ranjana Suri

Topic

A Study of the Role of Value System for Global Peace and Harmony: An Alternative Perspective

:

z

One of the major issues is danger to the existence of human beings and other animal species on the planet due to dangers of extremely destructible war weapons and damage to harmony of nature by inhumane activities of human beings.

z

This paper gives meaning and understanding of human values in various religions and cultures and proposes the Madhyastha Darshan to indicate the solution to prevailing confusion in concepts of human values and value education.

z

Jeevan-Vidya Camps provide knowledge of practical ways of learning the concept of value education and understanding as to how this concept brings a change in personality towards peace and harmony in individuals.

Speaker-4 :

Prof. Subhash Chandra

Topic

Hkkjrh; f'k{kk esa ewY;ksa dk egÙo (Importance of values in Indian Education)

:

z

Despite a lot of materialistic progress, the human beings are experiencing insecurity, violence and stress.

z

What is needed for individuals is to come to the realm of human values, the repository of which is in the essence of various religions.

Speaker-5 :

Mrs. Lavinder Jit Kaur

Topic

Relevance of Universal Human Values and Peace Based Education

:

z

While many educational institutions and civic society organizations devote considerable resources to the study of universal human value systems, there are relatively few peace programmes dedicated to a systematic and sustained plan of action to educate children and youth, teachers and leaders the principles of peace.

z

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values such as love, justice, truthfulness, and honesty. Such a teacher can look within himself or herself and feel inner peace with recognition that he or she has been a source of social good. Speaker-6 :

Shri Gajanand Modi

Topic

Humanisation of Teacher Education with Relevance in Science and Technology in India

:

z

The core idea behind value education is to cultivate essential values in the students so that the civilization that teaches us to manage complexities can be sustained and further developed.

z

The responsibility of educators is especially important in these days of transition for countries which face economic depression and global slowdown in growth.

z

Technical education is producing skilled and knowledgeable student resources that can, with their intelligence, commitment and perseverance, help make India a leader among world democracies.

z

This paper has advocated the need for inclusion of value education in technical education to assist creating technically skilled and morally strong engineers and professionals.

General Observations The speakers pleaded for value based education taking care of societal concerns like democracy, secularism, social justice, social reforms, environmental protection, national integration and international understanding. The universal efficacy of ‘Madhyastha Darshan’ in the development of human consciousness was highlighted. It is a humancentric philosophy. Taking cognigence of the co-existence prevailing in entire existence and therefore can be effective in promoting peace and harmony at the individual, societal as well as environmental level. There is no need to go anywhere.” The fundamental values like truth, non-violence, honesty, forgiveness should be there in the content and methods of education.

Prof. H.S. Srivastava’s observations and suggestions: A study on values was conducted. After consulting renowned saints of the world and others, 41 values were listed. These were classified as: -

Personal Values

-

Neighbourhood Values

-

Community Values

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India, have grandparents also in the family. We don’t send them in old age homes as is done in the West. Think of certain values that the teacher must have. A close rapport between the teacher and the students is needed. z

The life of teacher is completely a public life. He has no personal life.

z

India, unlike the West, does not discard the past but assimilates it.

z

The concept of Comprehensive Continuous Evaluation (CCE) has not been very well implemented in Indian schools. There should be holistic education and holistic evaluation for holistic development of the student.

z

The Indian state is secular; but its people are religious.

z

The obsession with religion has to go. It is the source of values.

The Chairperson thanked the presenters and Prof. H.S. Srivastava. She emphasized universal eternal values such as non-violence and truth. Untruth cannot become truth. Separate moral education curriculum will be burdensome for the students. Whatever subjects the students are learning, values should be suitably imbibed in their content. Education is full of fragrance with values.

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Thematic Session-2 Chairperson

:

Prof. Sudarshan Iyengar

Theme

:

Humanisation of Teacher Education

Highlights of Presentations Speaker-1 :

Mrs. Neeti Jain

Topic

Education for Peace towards a Millennium of Well-being

:

z

The two important questions before us are (i) where are we? and (ii) where do we want to go? (our aim). The co-existence rooted, human centric philosophy viz., Madhyasth Darshan Sah-Astitva Vaad enables us to investigate these questions very satisfactorily. It is an attempt to understand the truth of the human reality vis-à-vis rest of existence. The Madhyastha Darshan aims at Chetna Vikas-Mulya Shiksha i.e. Value inculcation through Consciousness Development (development from animal consciousness to human consciousness). It propounds that the entire existence is the form of co-existence and each entity within existence is organized in a harmonious order and has a purpose (role to play) in the larger harmony of existence.

z

The aim of Chetna Vikas Mulya Shiksha is to develop or bring changes in human beings so that they manifest the following qualities, (i)

Self-confidence,

(ii)

Respect for Excellence

(iii)

Balance between knowledge and its manifestation in personality,

(iv)

Social in behaviour, and

(v)

Capable of living with prosperity

Such an education will surely be effective to promote peace and harmony at all the levels. The Madhyastha Darshan also leads to a definite and universal code of human conduct, and a humanistic constitution paving way towards an unfragmented global human order. 135

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Speaker-2 :

Dr. Avinash Pareek

Topic

f'k{kd f'k{kk ikB~;Øeksa esa ekuo&ewY;ksa 'kkfUr dk egÙo ,oa lkoZHkkSfed ewY;ksa dh igpku

:

(Importance of Human Values in Teacher Education Curriculum and identification of Universal Human Values) z

There is growing social unrest and competition among communities and nations with fast economic development. With expansion of education, individual aspirations have created tensions. There are disturbing propensities in the form of division by race, colour, caste, gender, religion, cult, language etc.

z

Peace Education can be sustained and strengthened if human universal values are nurtured in concert with or in tandem with social, cultural and spiritual values.

z

Sai Baba has propounded universal values like honesty, peace, love, righteousness and non-violence.

z

The ‘Madhyastha Darshan’ (Sah-Astitva Vad) unfolds universal values emerging from a correct understanding of the human being along with the co-existence and interconnectedness in entire existence. The teacher educator’s and teacher’s personality should manifest human values as these are conducive for peace and harmony in the society by making students good individuals and useful members of the society.

Speaker-3 :

Shri Rajib Chakravorty

Topic

Values in Technical Education for Prosperity and Peace in the Indian Context

:

z

Human values and ethics serve as a basis for all aspects of education. It is the development of society which is largely dependent upon how education is imparted to learners and trainers in which technical education serves a crucial role.

z

If societal prosperity and peace has to be achieved through economic relevance and basic principles of our values and sustainable development, emphasis must be laid on education and training of manpower in all important sectors, particularly the unorganized sector, by interaction of several agencies in harnessing our rich resources – human or otherwise.

z

The society could be changed and peace would naturally follow if the basis of education is knowledge compounded with regard for sustainable development. Such values have been inherited from our rich tradition as proclaimed through such as Vasudhaiv Kutumbakam, meaning thereby the topmost regard to the nature’s creation as a whole and attaching supreme values to its togetherness and oneness. 136

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Speaker-4 :

Dr. Sameer Vajpayee

Topic

f'k{kd f'k{kk dk ekuoh;dj.k% e/;LFk n'kZu ds lanHkZ esa

:

Humanisation of Teacher Education in the context of Madhyasth Darshan z

Modern education enables human beings to produce and consume goods more and more but does not equip them with the wisdom to live peacefully.

z

Besides fulfilling physical needs, the modern education should also equip the human beings to meet their mental and spiritual needs.

z

In order to kindle and develop human consciousness, the teacher education curriculum should (inter-alia) be based on a sound philosophical framework which is in consonance with the reality. Madhyastha Darshan advocated by Shri A. Nagraj presents such a framework. The outcome of such a curriculum will be in the form of Holistic Development development of teacher and students. This, in turn, will be conducive for maintaining discipline in educational institutions, developing entrepreneurship, and making better social system.

Speaker-5 :

Ms. Sunita Pathak

Topic

f'k{kd f'k{kk dh fo"k; oLrq 'kkafr o ln~Hkko ds ekxZ esa ck/kd

:

Content of Teacher Education conducive to Peace and Harmony z

Right from the ancient period, the education system has been guided by the two schools of thought viz., (i) God or faith-based philosophies with idealistic approaches (ii) science-based/materialistic phelosophies ignoring the human reality. By and large, both these schools of thoughts have relulted in either superstitions, conflicts and confusions as well as instability and wars. Thus, the policies and systems as well as the education based on any of these approaches can not lead to peace and harmony as well as sustainability.

z

Madhyasth darshan, the theory of co-existentialism evolved by Shri A. Nagraj provides us a framework to understand the reality in correct perspectives and thus can be instrumental in developing a model of humanistic education which is conducive to peace and harmony and also long abiding. It is therefore important to explore this model in sufficient depth and develop an alternative for human sustenance with peace and harmony at a global level.

General Observations and Suggestions 1.

Value Education should be made an integral part of Teacher Education curriculum. It should also be made compulsory in all the academic disciplines.

2.

Foundation course in Value education based on Jeevan Vidya ( Madhyasth Darshan) has already been made a part of curriculum in UPTU, PTU and several other technical institutions. 137

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3.

Unless Value Education or Education for Peace is not given credit in grading and evaluation, it would not be taken seriously by the students. An effective evaluation system also needs to be developed to assess the students for Value Education.

4.

If Peace Education is effectively introduced in the curriculum of Teacher Education, it will empower the teachers and will have a great impact in the whole education system.

5.

Today’s education is inadequate for making the students ‘humane’. A common platform for dialogue should be prepared with political leadership, bureaucrats, educational administrators, prospective employers as well as parents and teachers so as to create congenial atmosphere for value-based education to grow.

Chairperson’s Remarks In the earlier period, In the Indian culture as well as elsewhere also, teaching profession was regarded as a noble and of missionery zeal and invited the best of talents. Unfortunately, under the influence of the strong materialistic worldview prevailing in the present times, all profession are being considered as the means of maximize the wealth. This has very adversely affected the ethos of the teachers in general and has eroded the education system. Appropriate value-based education for prospective teachers will be helpful to improve the situation.

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Thematic Session-3 Chairperson

:

Mr. K. Vijay Kumar

Co-chairperson :

Mr. Rajendra Khemani

Theme

Co-existence and Harmony through Teacher Education

:

Highlights of Presentations Speaker -1:

Ms. Gowri Shrihari

Topic

Law, Restraint, Balance, Justice, Religion, Truth in Co-existence as Subjects for Study in Education: An Alternative Proposal based on “Madhyasth Darshan Sah-Astitva Vad” (Co-existentialism)

:

z

With every individual living with the contradiction in the form of a huge gap between one’s ‘wants’ and ‘action to fulfil these’, there is bound to be a disharmony and conflict between individuals and between communities and nations. Either we (humans) do not know how to ensure actualization of our basic wants (goal) or we do not have clarity in our goal without having correct understanding about ourselves and rest of existence.

z

Knowledge encompasses the knowledge of human being, the knowledge of existence (everything that exists) and accordingly the knowledge of right human conduct (relationship of man with everything that exists). To be more precise, having the answer to every ‘why’ and ‘how’ is the state of being in harmony. All our programmes of action including those of peace and harmony, made while we ourselves are in harmony, will be successful. Our educational programmes have fallen short in recognizing and ensuring the fulfillment of our ‘basic want’ or goal. The alternative proposal suggested in this paper includes elements of knowledge, namely, Law, Restraint, Balance, Justice, Religion and Truth. These concepts have been elaborated in the paper.

Speaker-2 :

Dr Anil Kumar Upadhyaya

Topic

Co-existence and Harmony through Teacher Education

z

:

In the context of living in harmony and co-existence, training of personnel at all levels of the education system-teachers, planners, managers and teacher educators-has to 139

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include education for peace, human rights and democracy. In this endeavour, there is a need of seeking assistance of people with experience in the fields of peace, human rights and democracy (politicians, jurists, sociologists and psychologists) and NGOs specialized in human rights. In addition, pedagogy and actual practice of teachinglearning should form part of training courses of educators. z

It is also necessary to evaluate textbooks to get rid of negative stereotypes and matter prejudicial for national integration, peace and harmony.

z

Twenty suggestions have been given in the paper for revising/ developing/ restructuring the teacher education curricula with some special content that will be conducive for preserving peace and harmony for a long time. These suggestions relate to content, methods, activities and teaching skills.

Speaker-3 :

Shri Anis Khan ‘Insan’

Topic

Real Teacher Education with reference to Peace, Harmony and Co-existence

:

z

The concepts/themes like the Natural Law of peace and harmony, results of disorder in human unit, education system as factory, recognizing and fulfillment of self need, right education, value for self, and value in family have been elaborated.

z

Whereas there is clearly some kind of order in existence in material order (water, air elements etc.), cellur order (trees, plants, creepers etc.), animal order ( dog, lion, dear, bear etc.), human beings seem to be deficient of any order for want of proper education. Accordingly, we are not able to see a definite human conduct as well as harmony of human beings with other species and and objects of nature.

z

The training and teaching based on right understanding and conduct is right education, which is very essential for human beings.

z

Student keeps observing his teacher. As he finds gap and variation between words and action of teacher, he rejects him. Where he finds uniformity between them, he accepts the teacher.

z

A student understands maximum through the conduct of teacher whereas he understands partially from the words of information. A complete teacher has complete understanding, possesses right conduct with right information in words as well.

Speaker-4 :

Dr. Vandana Singh

Topic

Inclusive Teacher Education: An Approach for Harmonious Co-existence of Differently Abled

:

z

The paper highlights status of disability and the need for inclusive teacher education.

z

In the society to avoid conflict, it is essential that quantity must not be substituted with quality. The education system must provide equal chance to differently abled learners 140

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to participate meaningfully in learning. This is possible when a unified approach to teacher education is adopted. z

Three models of teacher preparation for inclusive school have been suggested. These are: (i)

additional model

(ii)

infusion model

(iii)

unification model.

z

The additional model involves modifying existing courses or adding special education content in general teacher education curriculum.

z

The infusion model is characterized by team teaching by faculty from general and special education disciplines and joint supervision of field experiences.

z

The unifying model demands redesigning of existing programme to effectively blend the streams of general and special education teacher preparation together, which includes taking into account the common concerns and issues that teachers have about meeting the needs of diverse learners in their classes.

z

The suggested framework for inclusive Teacher Education includes areas such as (i) attitudes, beliefs and values about inclusiveness, (ii) inclusive pedagogy, and (iii) teaching practice.

Speaker-5 :

Dr. Sanghamitra Deobhang

Topic

Empowering Teachers for World Peace

z

:

The study was conducted on 30 primary class teachers and 30 secondary class teachers of Cuttack. The researcher presented the findings and gave suggestions for teacher empowerment. (i)

The present curriculum of teacher education needs to be reformed with integration of peace values and international understanding.

(ii)

Peace keeping in the world is a combined effort. The teacher is required to play avital role in this regard, for which empowerment of teacher is necessary for benefit of the society.

Highlights of the Study (i)

The teachers generally felt that in in-service training programme, maximum emphasis is on the subject content and its methodology. However, they agreed that more information regarding cultural diversities and peace issues, conflict resolution, communication skills should be given during in-service training programme.

(ii)

Even in schools, the most important task is to complete the syllabus. 141

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Speaker-6 :

Mr Sanjay Goyal

Topic

Teaching Peace and Harmony through English

:

z

The need for restructuring the curriculum of English so as to develop rational and creative thinking, as well as moral and cultural values, has been highlighted in the paper.

z

The teaching of English should be coupled with teaching of social values in order to transform the society. Teaching English language and literature is a great tool for teaching of moral and cultural values like peace, non-violence and universal brotherhood. The text books should be made the instrument of social change.

z

Students may be asked to compose something creative on the basis of materials provided to them.

Speaker-7 :

Mr. I. Xavier Durai

Topic

Enhancing the Quality of In-service Teachers through Holistic Performance for Global Peace and Harmony

z

:

In the modern technology, mass media destroys the bright future of young students and reduces the quality of in-service teachers. Response to this challenge of education can be given by enhancing the quality of in-service teachers who, in turn, will be instrumental for making students as good human beings and useful members of the society. Such programmes are conducive to promotion of peace and harmony in individuals, in the society, as well as globally.

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Thematic Session–4 Chairperson

:

Prof Ganesh Bagdia

Co-chairperson :

Dr. Steve Sharra

Theme

Role of Teacher in Multicultural and Multiethnic Society

:

Highlights of Presentations Speaker-1 :

Ms. Harjeet Kaur Bhatia

Topic

Philosophy, Peace and Education

:

z

There are two aspects of peace – negative and positive. Positive peace and virtues that need to be inculcated are modesty, tolerance, mercy, justice, dignity, freedom etc.

z

We can understand our role in society. Peace education is a living, dynamic activitity in as much as life itself is education.

z

The potential of peace education for socialising children into democratic and just culture can be actualized through appropriate activities and experiences provided to them. This can be done by fostering the learning of skills conducive to communication, healing, reconciliation and interaction among people with divergent interests and creating capacity for resolution of conflict and creation of sustainable peace. Many teachers may not call it peace education but they do promote learning to have a respectful dialogue using non-threatening language, altering attitudes to transcend biases and imbibing values that build a more accepting personality.

Speaker-2 :

Ms. Abha Khetrapal

Topic

Role of Teacher in Multicultural and Multiethnic Society

:

z

Teaching is the art of communication, art of influencing behaviour of the young.

z

Teacher’s attitudes and beliefs about children provide the foundation for the philosophy of teaching. This necessitates a code of ethics for the teachers revolving around the principles of values and establishing rules that guide action towards well being of the pupils.

z

A great teacher speaks the language of emotions by inspiring and motivating. For him/her, teaching is a matter of heart, not head. 143

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Speaker-3 :

Ms. Renu Chouhan

Topic

Role of Teacher in Multicultural and Multiethnic Society

z

:

The presentation dwells upon six components which the teacher can use for teaching in multi-ethnic group: „

Content integration

„

Knowledge

„

Equity pedagogy

„

Prejudice reduction

„

Empowering school culture and structure

„

Multi- ethnic teaching method

z

Educator’s attitude play a vital role either in empowering or disabling learning for students from culturally diverse backgrounds. The critical elements of culturally responsive pedagogy should help teacher educators to provide curricular experiences that will prepare prospective teachers to teach the children of “others” in a responsive and sensitive way.

z

There is a need to prepare teachers who will implement culturally responsive practices that will engage and motivate all children while allowing and encouraging those children to affirm their cultural identity in a positive manner. An equally important area is the need to identify effective ways to alter attitudes of teachers so that they are willing to reflect upon and change as appropriate their long held views about teaching, culture and learning.

Speaker-4 :

Ms. Rinku Kumari Singh

Topic

Role of Teacher in Multicultural and Multiethnic Society

:

z

Various authors have defined the concept of positive peace and conflict resolution in multicultural and multiethnic society. Like diagnostic approach and treatment as practiced in medical sciences, students in peace education classes learn how to solve problems caused by violence.

z

The teacher must understand that multicultural and multiethnic, multi-religious problems are to be dealt in a participatory approach by engaging students also. To target specific problems and issues associated with stereotyping, generalizing, bias, and prejudice as well as promotion of harmonious relations in multi-cultural, multi-ethnic, multi-religious society, the teacher needs certain crucial abilities and skills in order to deal effectively with conflicts between students, especially if these conflicts are intensified because of their social backgrounds.

z

The teacher must be cognizant and wholly supportive of the basic nature and aims of peace education. 144

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The teacher should constantly keep in mind that the attainment of any aim is conditioned upon knowledge, volition and action.

Speaker-5 :

Dr. Jitendra Kumar Lodha

Topic

lkekftd lejlrk dh LFkkiuk esa 'kkfUr f'k{kk dh Hkwfedk o mÙkjnkf;Ro

:

(Role and Responsibility of Peace Education in Establishing Societal Harmony) z

For establishing enduring peace, there is a need to develop social harmony.

z

The societal concerns like social justice, equality, cooperation, co-existence, national integration, and international understanding are required to be taken care of in materials and methods of teacher education and school education.

z

For social harmony, proper use of media needs to be ensured.

Speaker-6 :

Dr. Devinder Singh

Topic

Role of Teacher in Multicultural and Multiethnic Society

:

z

The role of a teacher is to understand and support the basic nature and aim of education that brings unity in diversity in a multi-cultural and multi-ethnic society.

z

The teacher is to use his / her will power of achieving the desired objectives. Five suggested main approaches are: (a)

Knowing one’s emotions.

(b)

Managing emotions.

(c)

Motivating oneself.

(d)

Recognizing emotions in others.

(e)

Handling relationships

z

Ethnic and cultural issues should be infused into school subjects such as mathematics, computer classes, art, crafts, drama, home economics, music, languages and history.

z

Cooperative learning with heterogeneous groups helps students to understand viewpoints different from their own and appreciate cultures of group members while solving problems.

z

Positive attention to all can lead to higher achievements for all.

Speaker-7 :

Acharya Amritaksharananda Avadhut

Topic

Role of Teacher in Multicultural and Multiethnic Society

z

:

The teachers should remove all sentiments and narrow ideas based on religion, caste, creed, region, sex and language etc., and should work to strengthen national integration. 145

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z

The teacher should teach genuine love and respect for all.

z

The teacher should inculcate moral and ethical values in the society, and should teach cosmic brotherhood among members of the society.

z

The significance of society lies in moving all together as human beings and social beings.

Speaker-8 :

Ms. Ruma Talukdar

Topic

Role of Teacher in Multicultural and Multiethnic Society

:

z

The concept of multi-cultural education emerged in 1960’s. It is inclusive in nature including variety of classroom environment, curriculum, culture group etc. It is a part of transformation of culture or larger society through education system. In multicultural society, classrooms become holistic in nature which leads to social justice, equity in education, critical pedagogy and variety of learning experience.

z

Teachers in a multi-cultural society must be sympathetic enough to know their students inside and outside the classrooms. An open minded teacher can create a situation in the classroom where students from various cultural backgrounds will participate actively in teaching-learning programme as well as other social and cultural activities in school. It will develop self-esteem of children.

z

The teacher should use diverse methods of teaching and activities including real life experiences to enable students to think critically and be aware about students from different cultural backgrounds.

z

The teacher should try to incorporate ideas and values from various ethnic cultures in order to maintain cordial relationship among students.

Speaker-9 :

Shri Pramod Kumar

Topic

Effective Role of Teacher in Multicultural and Multiethnic Society

:

z

The materials and methods used for teaching-learning should be free from bias and prejudices. Rather these should be conducive for national integration and global harmony.

z

The students should be given adequate exposure about similarities that are common in all societies in order to develop in them positive frame of mind towards different societies, cultures and religions.

Speaker-10 :

Shri Tom P. Jacob

Topic

Role of Teacher in Global Perspective

z

:

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teacher is to help the learner to have a broad outlook which will make him a global citizen. z

Emphasis on global co-existence and harmony by the teacher makes his students understand that victories of peace are greater vis-à-vis victories of wars.

Speaker-11 :

Shri Arvind Kumar Milan

Topic

Role of Teacher in Multicultural and Multiethnic Society

z

:

The basic thesis of Bank (1995) on multicultural education include: (i)

Content integration (using examples and content from various cultures and groups to illustrate concepts, generalizations etc.).

(ii)

Knowledge construction process (with reference to biases, perspectives).

(iii)

Prejudice reduction (content and activities used by teacher to help students to develop positive attitudes towards different social, ethnic and cultural groups).

(iv)

Equity pedagogy (appropriate pedagogy to facilitate academic achievement of students from diverse racial, cultural and social class groups).

(v)

Empowering school culture and social structure (appreciation of different cultures).

These dimensions demand specific roles from teachers.

General Observations While discussing these papers, a suggestion was made that before becoming a teacher educator, one should have experience of 5-10 years of school-teaching so that teachereducator could understand the teaching–learning process and situations which were generally faced by school teachers. Another suggestion made was that there was no such need of school experience. Only requirement is to provide spiritual oriented teachers. Shri Syed Salman Chisti provided the constructs of good teaching learning.

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Thematic Session-5 Chairperson

:

Dr. Yugandhar

Co-chairperson :

Mr. Heli

Theme

Global Trends and New Scenario of Teacher Education

:

Highlights of Presentations Speaker-1 :

Shri Bhola Nath Yogi

Topic

Sa Vidya Ya Bimuktaye

:

z

The meaning of ‘Sa Vidya Ya Vimuktaya’ is, “that alone is education which takes us to salvation”.

z

The “Gurukul System of Education” ¼xq#dqy i)fr½ was totally based on value education. The source of ‘value’ is spirituality.

z

Despite teaching of values (such as do not steal, do not be bad for others, love your nation), many educated people do crimes. The reason is that these teachings have not been ‘inculcated’ in them. We have born as human is not enough, we should practice ourselves as human is more important. That is why human must learn ‘Dharma’ ¼/ keZ½. If we teach spirituality, then it will solve all the problems.

z

Let us teach the world ‘Dharma’ not religion. It covers value based education completely.

Speaker-2 :

Dr. Phunu Das (Sarma)

Topic

Improving Anti-violence Atmosphere in the Classroom through Peace Education: Some Perspectives from Teacher

:

z

Peace education is more effective and meaningful when it is adopted according to social and cultural contexts and needs of the country. It should be enriched by its cultural and spiritual values together with universal human values.

z

In the classroom, peace education aims to develop skills, attitudes and knowledge with participatory learning methods and an environment of tolerance, care and respect.

z

The practice of peace education is an opportunity to promote total welfare of students, 148

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advocates for just and equitable treatment of youth, and promotes individual and social responsibility for both educators and learners. z

Through pedagogy and social action, peace educators demonstrate that there are alternatives to violence.

Speaker-3 :

Dr. Suryakant Lasune

Topic

Peace Education and Teacher’s Training

:

z

Peace education is the process of promoting 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 interpersonal, inter-group, or at national or international level.

z

The approaches to peace education include:

z

(i)

improving the school environment;

(ii)

development of peace education curricula, usually consisting of activities around themes such as communication, cooperation, and problem solving;

(iii)

upgrading the quality of pre-service teacher education by inputs such as (i) focus on skills like use of interactive and participatory teaching methods, cooperative group work and group discussion;

(iv)

keeping focus of in-service teacher education on participatory teaching and learning methods; and content areas like children’s rights, conflict resolution skills.

(v)

use of new technologies (say Internet) to provide children and youth to discuss issues of common concern around the world.

Since it is impossible to measure attitudes directly, evaluation of changes in attitudes must rely on inference and on the words and actions that are indicative of particular attitudes.

Speaker-4 :

Dr. S. Arulsamy

Topic

Instilling ‘World Patriotism’ among School Children through Peace Education

z

:

The school, as a specialized agency of education, must ensure that students understand the phenomenon of ‘world patriotism’ and equip them to make reasoned judgments about the place it should occupy in their own emotional lives. The programmes recommended in this regard include: (i)

Inputs about world patriotism in curriculum and textbooks. 149

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(ii)

International days, pen-friends clubs, showing of films about the world’s physical features and modes of living.

(iii)

Exchange of teachers and students and international camps.

(iv)

Promotion of ‘world patriotism’ through media.

z

The role of the teacher in promoting ‘world patriotism’ is very significant. Among other things, the teacher should organize activities like drama, debate, talks etc.

z

There are certain barriers in the way of ‘World Patriotism’ which need to be tackled. The barriers inter-alia include:

z

-

sacrificing broad outlook in the light of narrow nationalism.

-

in the absence of a common world religion, religious barriers lead to prejudices.

-

differences of language do not allow people of different linguistic groups to come closer.

We have to learn to think at global level and mentally embrace all the peoples of the world as our kith and kin. We have to push our horizons of thinking and action beyond artificial borders, to make emergence of global citizens possible.

Speaker-5 :

Shri Vijender Singh

Topic

The Twenty-first Century Teaching Profession: Ensuring Every Teacher Success with Every Child

:

z

We should not be satisfied with only 10-20% of our teachers being highly successful. We must completely overhaul the teaching profession and align it with the demands in today’s world.

z

The Teacher must not only be focused on the students in his/her classroom, but on all the students in the school. While the Principal tends to be instructional leader in the school, truly effective schools have multiple instructional leaders working synergically with the Principal orchestrating and facilitating exceptional teams of teachers. In addition to their normal classroom duties, a teacher must fulfill leadership roles such as (i) school improvement teacher leader, (ii) cluster improvement teacher leader, (iii) new teacher trainer/mentor, (iv) extended student learning, and (v) student transition leadership.

Speaker-6 :

Shri M. Venugopala Rao

Topic

Guidelines on Core Values of Peace in Teacher Education

z

:

In the world where there is great diversity in personal, social and cultural ways of being and living, possession of significant human values can overcome these differences and ensure peace and solidarity. 150

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z

The core values of peace are love, compassion, harmony, tolerance, caring and sharing, interdependence, empathy, spirituality and gratitude. There are certain related values in respect of each of these core values.

z

In this context, it is necessary to make necessary revision of textbooks to get rid of negative stereotypes and distorted views of “the other”.

z

The strategies/approaches for ‘Peace’ inter-alia include: (i)

teaching strategies (meditation, positive social interaction);

(ii)

cross-curricular studies (integrating peace education in subjects);

(iii)

school room activities (communication between children of various groups, cultures, school based activities involving parents, teachers; games and ways of developing group awareness to overcome prejudices and stereotypes);

(iv)

peace education beyond classroom;

(v)

learning material (helpful in learning about peace)

Speaker-7 :

Ms. Rashmi Diwan

Topic

Teachers in Multi-Cultural Global Society: Implications for Teacher Education Programme in India

:

z

The focus of the paper is on school as a basic unit of change and to nurture climate conducive to value inculcation.

z

Teacher preparation can provide impetus to integrating teaching of what and how values and ethics among children for tolerance of all cultures and religions can be taught by taking an extra mile for planning teaching. This also needs to become an integral part in curriculum transaction in pre-service and in-service education programmes for teachers.

z

Workshops for teachers can facilitate in setting school-based directions and school based modalities for harmonizing peace and tolerance for all cultures of the world by integrating it with teaching of different subjects of curriculum.

Speaker-8 :

Dr. Solomon Raju

Topic

Need of Peace Education in Curriculum for Peace and Harmony in Twenty First Century

:

z

Realising that curriculum is the only way through which one can transform the minds of students, the curricular and co-curricular activities can be fruitfully utilized to promote international peace.

z

In the Teacher Education Curriculum, a separate paper on “Education for Peace” may be included in the Foundation course. 151

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z

Teachers are required to act as role models for peace and harmony to help counteract images of violent behaviour. Young people receive values through popular culture and in their homes.

z

Peace educators around the world are dealing with issues such as structural violence, personal violence, racism, and environmental destruction.

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Thematic Session–6 Chairperson : Prof. J.S. Grewal Themes

: (i)

Dimensions and Relationship of Peace Education with Foundation of Education (ii) Teacher Educational Governance: Issues and Challenges

Highlights of Presentations Speaker-1 :

Dr. Maitree Bardhan Roy

Topic

Educational Governance – The Teacher as a Participant in the Peace and Harmony as a part of Curriculum

:

z

The paper discusses in detail the meaning of Peace and Peace Education; purpose in promoting Peace and Harmony through curriculum; values and attitude required for Peace Education; and need of Peace Education in Educational Institutions.

z

The paper analyses several Frameworks for Education for Peace and Harmony such as (i) “Education for Peace and Harmony: A Curriculum Framework of ISA GIN (International Schools Association Global Issues Network) Community”; (ii) Mishra’s Thematic Framework of Peace Education; (iii) The Asia-Pacific: Conceptual Framework.

z

The paper proposes six Units of course content of Teacher Education for Peace Education and elaborates the role of teachers in improving the school peace environment.

z

It also enumerates the significant changes in Indian society that remarkably affected the traditional family structure in India.

z

The paper elaborates in detail the 7 day training of the children towards value orientation through National Service Scheme (NSS), imbibing good habits through community activities. The students of Basanti Devi College are taken to “Vivekananda Nidhi” Cente located on the side of river Ganges. The purpose of the small programme is to show them the real world and understand the value of peace, love and traditionalism in human existence.

z

The paper listed several valuable suggestions for development of Peace and Harmony through education. These inter-alia include (i) involving students in social, economic, 153

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environmental and political responsibilities, (ii) providing a forum for discussion on values of peace and harmony, (iii) cooperative group work, peer teaching and discussion, collaborative games and role play. Speaker-2 :

Shri Nil Ratan Roy and Mrs. Tribeni Devi

Topic

An Attempt to Bring World Peace through Education

:

z

The paper analyzes the necessity of global peace in the present context and necessity or relevance of peace education in this perspective. Some strategies have been suggested about peace education.

z

The paper advocates that peace, being the internal feeling of the human beings, should be developed among the all types of people of the society. Therefore all the three types of education i.e., formal, informal and non formal education, should be implemented properly to cater the needs of the different categories people in the society.

z

The paper suggests that the curriculum of the school, college and university should be reorganized as per the needs of the society as well as the people. During the curriculum construction, emphasis should be made on peace of the world.

z

Some suggested activities related to peace education are silent sitting, storytelling, group singing, group activities, integration of values in the content of subjects, and extra-curricular activities.

Speaker-3 :

Dr. Archana Dwivedi

Topic

Teacher Educational Governance; Issues and Challenges

:

z

There is a need to adopt a more participatory and research based human approach to teacher development in India. The paper critically evaluates the factors affecting teacher’s issues and challenges. It suggests how to solve these types of problems.

z

The author discussed several obstacles she faced in her action researches. These, inter-alia, include lack of adequate funding and material resources, lack of adequate institutional climate for harmonious relationship, creativity, innovation and risk necessary to support the management for sustainability of educational programmes, lack of adequate rewards for faculty etc.

Speaker-4 :

Dr. Vidyanand Pandey and Shri Pravesh Chauhan

Topic

'kkafr ,oa ln~Hkko gsrq 'kSf{kd ewyk/kkj

:

z

The paper analyses several important documents such as the Delor’s Commission Report of UNESCO (1996) and the National Curriculum Framework (2005) that have given suggestions in the context of education for peace and harmony.

z

The paper emphasizes the need of a detailed action plan for developing teacher education curriculum for Peace and Harmony. 154

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z

The Basic Teacher Training College, Gandhi Vidya Mandir, Sardarshahr has been working on this issue and finalized the activities to be included in all papers at B.Ed. and M.Ed. level which can promote education for Peace and Harmony. There is a need to seek peoples’ cooperation in this important endeavour.

z

The societal concerns that are required to be kept in view include: national integration and international understanding, sustainable development, protection of environment, ability for disaster management, education of disadvantaged, human rights and duties.

Speaker-5 :

Dr. Savita Srivastava

Topic

Peace Education: A Panacea for all Crisis and Evils in Contemporary World

:

z

The paper discusses the meaning of the concept and nature of Peace and Peace Education, and describes what, why, whom and how, peace may be achieved and inculcated, along with the teaching-learning process.

z

It highlights the educational strategies and Programmes of Action for Peace Education as suggested in the National Curriculum Framework (2005) and the National Focus Group on Education for Peace, and the UNESCOs documents.

z

The need of the hour is Education for Peace – for peace of mind, peace in family, peace in society, peace among nations.

z

The stress on Education for Peace is as much on method as on content. Education for Peace is about development of a range of skills and attitudes with a sound knowledge base. The knowledge aspects include conflict, peace, war, nuclear issues, justice, power, gender, race, ecology. The skills aspects include critical thinking, empathy, cooperation, conflict resolution, the attitudes include self respect, respect for others, ecological concerns, open mindedness and commitment to justice.

z

A culture of peace will be achieved when citizens of the world understand global problems, have the skills to resolve conflicts, live by international standards of human rights and equity and appreciate cultural diversity. Such learning can be achieved with systematic education for peace.

Speaker-6 :

Dr. Prem Anand Mishra

Topic

Approaches to Peace Education in Indian Context

z

:

The paper argues that peace education is not just concerned with different concepts of peace but is also concerned with how it can be taught and the context in which it operates. Peace education has potential to contribute to the process of change at the micro and macro level, voluntary restraints on the use of force, settlement of disputes without resorting to direct violence, acceptance of the rule of law and multicultural understanding. 155

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z

Peace education in India needs new content and teaching methods. In the Indian context, its content should come from ground reality. At methodological level peace education should not be one way static description of events but should promote dialogical learning through which learners may identify and locate problems, analyze them and think of possible solutions.

z

As Indian democratic system offers space for dialogue and communication, significant transformation can be made in existing social and political paradigm that maintains, sustains and perpetuates violence. Thus peace education has transformative power that can be employed to rectify the problems that the Indian society has been facing.

Speaker-7 :

Shri Ajay Dayma

Topic

Peace and Harmony

:

z

The paper presents a comparative analysis of results from experiments of actual living on the basis of Co-existentialism (Madhyasth Darshan) at different levels.

z

The observation / examination indicated that every human being is in favour of peace and harmony whatever difficult are the circumstances.

z

A human person lives in hope and when hope is zero, his/her programme of living stops.

z

The paper advocates to follow co-existentialism (Madhyasth Darshan) for living in Peace and Harmony as an alternative to current perspective of consumerism and materialism

Speaker-8 :

Shri Avdesh Patel

Topic

v/;kid f'k{kk esa ewY; f'k{kk dh vko';drk ,oa e/;LFk n'kZu ^^lg&vfLrRookn** ls fu%l`r psruk fodkl ewY; f'k{kk dk izLrko ,oa izHkko

:

z

The paper is based on advocacy of Madhyasth Darshan (Co- existentialism) and claims that it fulfills all the guidelines of MHRD for Human Values Education.

z

Co-existentialism (Maddhyasth Darshan) based Chetna Vikas Mulya Shiksha (Consciousness Development Value Education) has been successfully demonstrated to be a widely applicable method for inculcating values in human beings in the present context:

^Lo;a ds izfr fo'okl] Js"Brk ds lEeku ds izfr fo'okl] Lo;a dh izfrHkk ¼le>½ ds izfr fo'okl] Lo;a dh izfrHkk ds vuq:i O;fDrRo esa lary q u ds izfr fo'okl vFkkZr le> ds vuq:i thus ds izfr fo'okl] O;ogkj esa lkekftdrk ds izfr fo'okl] ,oa mRiknu ¼O;olk;½ esa Lokoyacu ds izfr fo'oklA* z

The paper discusses in detail the need of value education in teacher education, and taking note of the fact that in the recommendations of various education commissions 156

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/ committees and in the modern education scenario, there is lack of value education content, the need of Consciousness Development Value Education (psruk fodkl ewY; f'k{kk) based on Madhyasth Darshan (Co-existentialism) as an alternative has been advocated. z

The paper also discusses the impact of consciousness development education (psruk fodkl ewY;) on teachers personality.

Speaker-9 :

Prof. Pratibha Upadhyay

Topic

Teacher Education for Peace and Harmony: Some Grounded Questions to Answer

:

z

The paper discusses certain great endeavours put in by national and international agencies for Education of Peace and Harmony, but poses several questions to be answered in the context of teacher education programme; and emphasizes creation of conducive environment in and outside teacher education institutions for the development of culture of peace.

z

The paper puts forward some propositions in this regard. These, inter-alia, include:

z

(i)

The transactional process of education for peace and harmony should start from higher level institutions and should go down to schools (even the day care school).

(ii)

The process should further pass from teacher education to teacher and ultimately to schools via content and methods.

(iii)

In this context, there is a need of social will, national will, and global will. It should be taken as a joint effort of all concerned agencies of education.

trainees

The paper ends with a positive note that in the mist of doubts and apprehensions, one must hope out of hope with the faith that the teacher education for peace and harmony, a dream project of humanity today will come out as a reality one day.

Speaker-10 :

Mrs. Amita Gupta

Topic

Dimensions and Relationship of Peace and Education with Foundations of Education

:

z

The paper discusses the importance of education for all round development of man, for achieving one’s purpose in life, for ascertaining ultimate peace for human being etc.

z

Education is the means and basis for peace. Thus the relation of peace education with foundations of education is obvious.

z

Every dimension of education is related to peace. The paper gives a list of activities with its objectives to understand peace. 157

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z

Teacher’s role in establishing peace is to lay emphasis on vital role of culture and cultural relationships in understanding the root causes of dynamics of conflict at local, national and international levels, and building peace within and between societies.

z

The concept of human rights should be addressed in the courses related to the subject, and needs to be infused within the topics of other courses as well. Education for human rights introduces students to their civil, economic, political, cultural and religious rights, among others, and assesses the nature of violations of these rights.

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Thematic Session-7 Chairperson

: Dr. Ralph Singh

Co-chairpersons : (i) Dr. Leela Pradhan (ii) Prof. Nityanand Pandey Theme

: Peace Based Integrated Curriculum for Teacher Education

Highlights of the Presentations Speaker-1 :

Dr. T.H. Chaudhary

Topic

Teachers as Gurus to Ignite Intelligence, Energize Divinity and Construct Harmony and Peace among People

:

z

Teachers who are makers of men and visionaries for a country and nation, must give inspiring account of the history of their country, its heritage and culture as well as the heroes of the country to students, so that in addition to attaining excellence in whatever branch of study and knowledge they specialize, they also become architects and builders of a great nation.

z

While animals can be trained, it is only humans who can be educated.

z

It is induction of intense desire to learn by one’s own effort that a good teacher strives for.

z

Emphasis only on rights and not on duties is not conducive for harmony.

z

It would be desirable that in all multicultural nations, there are joint teams of enlightened intellectuals who could monitor the sermons in all houses of prayer and worship so that exclusivism, intolerance, hatred and aggressiveness are not propagated in the name of religion and god.

Speaker-2 :

Shri Sudhir Shetty

Topic

Importance of Educational Philosophy in Teacher Training for Peace and Harmony

z

:

All shades of meanings of harmony come easily under three basic categories: 1.

Inner Harmony: Attaining harmony or absence of conflict between thoughts, behavior and actions. 159

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2.

Social Harmony: Harmony arising from human relationships at all levels, conflict reconciliation, tolerance of differences, democracy, community building, human rights, morality.

3.

Harmony with nature: Harmony with natural environment and mother earth by pursuing an economic policy of Cyclic Resource Management.

z

Education is defined as a process, the purpose of which is to construct a desired behavior change in any individual in his or her way of living

z

Theism/Idealism and Materialism (Science) have profoundly influenced our understanding of human nature which has manifested itself in various educational philosophies developed so far. The study of human being as such could not be accomplished by these two major ideologies.

z

Human being can be understood by Madhyasth Darshan – Sah Astitva Vad or existence-based human-centric Co-existentialism proposed by Shri A. Nagraj. According to this philosophy, “Existence is not just material (physiochemical matter) but all material entities and conscious entities are inseparably and eternally actively present all-pervasive space. According to Madhyasth Darshan,

z

-

Knowledge about human being as well as the rest of existence is communicable in words;

-

Knowledge can be achieved as existential knowledge (cks/k) by human beings through contemplation and realization.

-

Knowledge can be exercised universally by humankind in work and behaviour

The ultimate aim of education is to understand Universal human order, Definite human conduct and achieve an undivided society. It has been attempted by proposing a new educational philosophy based on Madhyasth Darshan with clearly stated aims, curriculum, and pedagogy and assessment framework. A Teacher Training Programme based on this will definitely achieve the purpose of imparting such an education.

Speaker-3 :

Ms. Preeti Srivastva

Topic

Peace Educators and Environmental Protection for Sustainable Development

:

z

Peace and survival of life on earth are threatened by human activities, which lack commitment to humanitarian values. Destruction of nature and natural resources results from ignorance, greed and lack of respect for the earth’s living things.

z

The future generation will inherit a vastly degraded planet if world peace does not become a reality, and destruction of the natural environment continues at the present rate. 160

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It is not difficult to forgive destruction in the past, which resulted from ignorance. Today, we have access to more information, and it is essential that we re-examine ethically what we have inherited, what we are responsible for, and what we will pass on to coming generations. Clearly, this is a pivotal generation. Global communication is possible, yet confrontations take place more often than meaningful dialogues for peace.

Speaker-4 : Topic

:

Acharya Prem Bhatia and Dr Sudha Singh

f'k{kd&izf'k{k.k% lg&vfLrRo ,oa 'kkfUr dk vk/kkj (Teacher’s Training: Co-existence and Foundation of Peace)

z

The whole Existence of which all human beings are integral constituent, is inherently in the form of co-existence- due recognition of this fact forms the real basis for peace and harmony.

z

The present day system of education has failed to clarify the truth of ‘self’ of human being, and consequently has lead to struggle in life, exploitation, individual cult (selfcentered human being), consumerism, materialistic outlook towards life and corruption.

z

When teachers would learn and understand this co-existence, then they would live accordingly. Naturally, they would also be able to communicate this knowledge to their students effectively. Such an education only can promote peace and harmonyin the society.

Speaker-5 :

Dr. Sajid Jamal

Topic

Role of the Teachers in Multicultural and Multiethnic Society

:

z

Education aims at all round development of the individual. But, unless he is at peace within himself and with the external world, or his environment, he cannot achieve progress in various fields.

z

In the class-room, the teacher needs to become effective cross-cultural communicator. He/she should understand the inter relationship between language and culture.

z

Cultural issues should be infused into school subjects such as mathematics, computer, art, crafts, dramas, home science, music, language and history.

z

Since most of the multicultural and multiethnic societies of the modern world are often threatened with violence, disturbances, insurgencies, and various cultural and ethnic conflicts, efforts need to be made for promoting mutual trust, cooperation, fellow-feeling, love, sympathy and goodwill among people. School is the best place for inculcating such values in students by giving education for peace by teachers.

Speaker-6 :

Dr. Anjana Aggarwal

Topic

Human Rights Awareness among the People of Agra City: A Comparative Study

:

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z

The result of a case study from the Agra city to assess the knowledge about the basic concepts and applications of human rights indicated that there was no significant difference between males and females in their level of Human Rights awareness.

z

Occupation is found to be a significant factor in the respondent’s performance. Between businessmen and servicemen, the latter significantly performed better in the test than the former. Education level also significantly affected the sample’s scores, with highly educated people scoring significantly higher than the low educated respondents. The sample of 80 people (40 males and 40 females) was subjected to 32 items on the Human Rights Awareness Survey Questionnaire [HR A S Q]

z

The human rights movement be made a mass movement to achieve better social order and peaceful co-existence.

General Observations z

The Chairperson suggested that the concepts of multicultural and multi-ethnic society; human values and human rights should be incorporated in the teacher education curriculum; and particularly emphasized the need of adopting “story-telling” technique which he himself successfully tried in USA. According to him, ‘teacher’ has to become a great ‘story-teller’. The young child is most interested in listening stories.

z

Prof. N.K. Ambasht cautioned about the ambiguity in this technique. Sometimes the ‘morals of the story are wrongly interpreted’.

z

It was also observed that in the present day system, the children are not encouraged to ‘read stories’ of Panchtantra “iaprU=” Rathor. They take interest in playing video games and reading comics, which is not be a healthy practice.

z

The curriculum planners have not been able to ‘figure out’ the child’s curriculum or values.

z

According to Anjana Aggarwal, children expect love from teachers. If teachers provide it, then half of the battle is won.

z

Prof. Nityanand Pandey (Co-chairperson) suggested that Mrs. Bhatia and Mr. Sajid Jamal should develop their papers into ‘modules’. This suggestion was also applicable for other papers presented in the thematic sessions. This will help the teachers in orienting themselves during the training.

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Thematic Session–8 Chairperson

: Prof. Hemlata Talesra

Co-Chairperson : Mr. Jimy Lama Themes

: (i) Integration of Peace and Harmony in Curriculum of Secondary and Senior Secondary Stage (ii) Integrating Peace and Harmony in Teacher Education Curriculum at Different Stages

Highlights of Presentations Speaker–1 :

Dr. Sutapa Bose

Topic

Imparting ICT Mediated Teacher Education for Nurturing Values for Peace and Democracy

:

z

For imparting education for peace and harmony, merely adding to the curriculum of teacher education content on peace and harmony is not enough. Rather steps are required to be taken for shaping attitudes that underlie rationality, openness and collaboration. One of the ways for developing these attitudes is through integration of Information and Communication Technology (ICT) in the instructional system of teacher education.

z

ICT is not a neutral element but if used effectively, it can actually have an impact on thinking and can nurture a discerning mind. It can facilitate collaborative learning and functioning, a pre-requisite for harmonious living.

z

A discerning mind and the values necessary for peace and harmony are inseparable. The paper has underscored the potential of ICT for developing in teacher trainees a discerning mind and abilities to collaborate and bond.

Speaker–2 :

Vindeshwari Pawar

Topic

Integration of Peace and Harmony in Education

:

z

Students learn peace values by imitation mainly from parents and teachers.

z

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religious organizations, saints and community have also to play significant role in this regard. z

A separate compulsory paper on “Education for Peace” can be included in the Foundation Course of pre-service teacher education. Student-teachers may be given hands on practice through internship, school experience programmes and community work etc., in the use of various conflict resolution techniques.

Speaker–3 :

Ms M. Rajalakshmi

Topic

Role of Teachers in providing Peace and Harmony in Secondary Education of Andhra Pradesh: A Study on AP Residential BC, SC, ST Welfare Schools

:

z

The study reveals that the role of AP Residential Schools proved good in building students’ career vis-à-vis the SC and ST Welfare Schools. The SC and ST welfare schools teachers are required to be trained properly with regard to inculcation of values of peace and harmony in students and making their lives meaningful.

z

The teachers should guide the students to respond to future challenges such as conflict resolution, life skills, good manners and attitudes.

Speaker–4 :

Dr. Raj Kumar Mali

Topic

Peace based Integrated Curriculum for Teacher Education

:

z

Today the countries of the world have been facing challenges of imbalance in nature and that of wars and poverty. The responses to these challenges can be provided by peace education.

z

In the curriculum for teacher education, concepts of peace and harmony need to be incorporated suitably. Among other things, the curriculum should include value education, yoga education and environmental education in order to develop peace teachers.

Speaker–5 :

Ms. Jaspreet Kaur

Topic

Integrating Peace and Harmony in the Curriculum of the Secondary and the Senior Secondary Stage

:

z

Integration of peace in the curriculum recognizes that peace is not simply the absence of violence, but it is a dynamic state of self-inquiry and relationship building.

z

The challenge of teaching peace can be met if we integrate it in various subjects. The pedagogy would involve (i) learner as active learner who is able to resolve the problems constructively and (ii) helping learners understand the world in which they live; and realize the importance of interdependence of individuals, groups and nations. 164

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Speaker–6 :

Dr Ajay Krishna Tiwari and Mrs Anita Tiwari

Topic

v/;kid f'k{kk ds ikB~;Øe esa 'kkafr dh f'k{kk dk Lo:i

:

(Education of Peace in the Curriculum of TeacherEducation) z

Include peace education in the teacher education curriculum, both in theory as well as in practice. This will ensure a good product that will be conducive for propagation of the concept of peace and harmony in the student-teachers.

z

Five fundamental values viz., Truth, Righteous Conduct, Peace, Love and Non-violence should be emphasized in all subjects suitably.

Speaker–7 :

Ms Moksha Anand

Topic

Skills and Activities for Teacher Education for Peace and Harmony

:

z

The teachers must not work only to prepare each day’s lessons but should also prepare themselves through spiritual practice and moral discipline to purify their hearts.

z

For development of conscious mind and other layers of mind (sub-conscious mind), YOGA is essential. It is the means by which a person can attain his or her development of physical, mental and spiritual being. Yoga, including Asanas, Pranayam and Meditation, should be practiced daily based on Yama (Ahinsa, Satya, Asteya, Brahmcharya, Aparigraha) and Niyama (Soucha, Sontosha, Tapa, Swadhyaya, Ishwar Pranidhana). The concept and operational aspects of yoga have been explained in the paper.

z

Teacher is a role model for students and, therefore, he/she should be of a high moral character and disciplined in his/her own personal life. The teachers practicing yoga would have potential to teach students how to enter into unpredictable and challenging situation boldly and calmly. The following participants also made their presentations: 1

Shri. Manish Bhatnagar

Role of Teachers in Promoting Peace and Harmony

2

Dr. Savita Sharma

The issues related to Peace and Education Programme of Teacher Education

3

Shri. Shashank Sharma

Global Trends and New Scenario of Teacher Education

4

Dr. Pradnya Wakpainjan

Text Books as a Means of Inculcation of Human Rights

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Thematic Session-9 Chairperson

:

Prof. D.P. Maini

Co-chairperson :

Prof. M.C. Sharma

Theme

Pedagogy for Transaction: Implications

:

Highlights of Presentations Speaker-1 :

Dr. Jaya Shree Samantray

Topic

Pedagogy for Transaction: Implications in Teacher Education

:

z

The paper highlights the concept of Peace Education; Peace Education as a Practical Alternative; Peace Education as an Ethical Imperative; Rationale for Peace Education; Educational Implications of Peace Education, covering Inner peace within the individual and outer peace in the society.

z

Peace is not just the absence of war; it is practice of love. In a peaceful society, people would work together to resolve conflicts, develop morally, treat each other with justice, satisfy basic needs, and respect each other. In essence, they live in unity.

z

Inner peace involves peace of mind and absence of fear. Outer peace is peace in society.

z

The sacred texts of the world’s great religions can help us better understand holistic inner-outer peace.

Speaker-2 :

Ms Nandeswari Boro

Topic

Teacher Education: Peace and Harmony in Assam since Independence

:

z

In this paper “Development of Teacher Education in Assam; Conflict Situations in Assam and Role of Teacher Education in promoting Peace and Harmony,” the elements of Peace and Harmony in Teacher Education courses in Assam and requirements to make existing teacher education programmes more peace oriented have been elaborated.

z

To mitigate increasing violence and stress in society, education plays a vital role in 166

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promoting peace. Teachers are required to be equipped to understand such issues and devise appropriate teaching-learning strategies. z

It is perceived that education helps to remove prejudices in the society. The values practiced in the school like equality, justice, respect for each other, co-operation, coexistence are transmitted in the society at large. But it has been observed that many people engaged in the process of destruction of peace and harmony in the society are also the products of modern education. This needs to be reviewed.

z

To begin with, we have to start with teachers who need to be given training and orientation on some fundamental skills in education for peace. The elements of peace and harmony include compassion, co-operation, honesty, brotherhood, equality, coexistence, fellow feeling, tolerance, respect towards others, integrity, justice etc. These elements generally are part of the teacher education programme in Assam.

z

Some additional inputs suggested for the teacher education programme are: (i)

Emphasis on practical aspects of teacher.

(ii)

Emphasis on basic skills like communication skill, ability to cooperate, constructive conflict resolution; and on attitudes of tolerance, sympathy, cooperation and social responsibility.

(iii)

Re-inforcing conflict resolution skills.

(iv)

Providing opportunity to engage in constructive peace building activities in school and community.

Speaker-3 :

Ms Archana Kumari

Topic

Social Media: New Tool for Education

:

z

The paper highlights the scope of social media in education and how teachers and students perceive it. It has differentiated between social media and industrial media and discussed the pros and cons of the social media.

z

The relevance of the social media must be taught to the students so that they may not be exploited by adverse opinions. Thus, we see that social media is considered as a subject for education rather than a tool for education.

z

Social media is an improved communication technique which is highly accessible, interactive and user friendly. Most of the media students are using it regularly without exploring its capability in the field of education.

Speaker-4 :

Mr. T.V. Murthy

Topic

Changeology of Higher Education: Role of Prospective Professors

z

:

The paper highlights the vast expansion of Universities and Colleges, and decline in the quality of higher education with focus on marks and degrees. It elaborates the 167

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steps to be undertaken so as to improve the quality of higher education and do justice with the society. z

For future progress of higher education, universities should help and encourage the innovative and creative teachers and recognize the genuine contributions made by them for development of knowledge in concerned fields.

z

The subjects that are essential for human development should be supported and developed in colleges/universities.

Speaker-5 :

Dr Arti Srivastava

Topic

Dialogue as Pedagogic Intervention for Peace Education

:

z

The paper emphasizes on nurturing self confidence, ambition, curiosity, responsibility and integrity amongst the learners.

z

Dialectics is related to the process of thinking and begins with discussion. It elaborates the method of Dialectics as a process of dialogue between opposing positions.

z

This process helped students (i) to take initiatives, (ii) communicate their feelings and perspective, (iii) understand others’ views, and (iv) developed confidence in taking decisions. Values such as initiative, cooperation, confidence, appreciation and understanding can be promoted though these practices. The ultimate purpose of this sort of pedagogical, intervention is that it makes the student more flexible mentally and more aware of others’ ways of thinking.

Speaker-6 :

Dr H.L. Sharma

Topic

Teaching Skills in Teacher Education for Peace and Harmony

:

z

Teachers inculcate value based life skills through their character. Value resides in action and action is the source of character building. As such, teacher education may be designed as activity based and value oriented to inculcate appropriate teaching skills in the teacher.

z

In man making education, after mother and father, good teacher (vkpk;Z) is important. The Acharya inculcates values based life skills through his character (vkpj.k).

z

The teacher education programme should make Acharya who can provide character building education to all – students, parents, society and public at large. The curriculum of Teacher Education may be designed as activity based, value oriented, with adequate inputs of life skills and appropriate teaching skills.

Speaker-7 :

Dr K.C. Gaur

Topic

The Importance of Peace Education and Value Education in the Present Era

z

:

The paper highlights the need of Emotional and National Integration in India and the 168

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obstacles in its way; the role of teacher for establishing World Peace and the teacher education curriculum for Primary, Secondary and Higher Stages. z

If the teacher discharges his/her duties sincerely, then the goal of peace education and global peace can be attained swiftly.

Speaker-8 :

Dr Mona Sedwal

Topic

Social Milieu of Students and Teachers’ Demeanour: It’s Linkages with Peace and Harmony

:

z

The paper elaborates the Social Milieu of SC and ST students of Elementary Education, highlighting the role of teachers and various efforts made for facilitating a healthy classroom environment in which all children were treated with same respect.

z

As the prime authority in classroom, the teachers and teacher education programmes mandate democratic classroom practices, creating a professional work-culture and strengthening the professional identity of teachers have direct bearing on facilitating a healthy classroom environment in which all children are treated with same respect.

z

Using the native language as the medium of instruction has also been recognized as an important factor for successful learning. This is specially important for the Schedule Tribe (ST) Children who often speak dialects that are different from the regional or state language. However, except in some rare instances (due to the efforts of local NGOs), there has been no real attempt to develop primers using words and phrases from the local languages or dialects.

Summarizing the eight presentations, Prof. D.P. Maini presented his own ideas about an excellent teacher and mentioned the values to be included in the teacher education curriculum. Prof M.C. Sharma, Co-Chairperson, focused on the role of teacher in inculcating peace and harmony and importance of pedagogy for transaction of these values. He laid emphasis on implementation of the ideas discussed during the seminar.

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Thematic Session–10 Theme

:

Preparing Peace Teachers and Peace Workers in the Community

Chairperson

:

Prof. S.B. Singh

Co-chairperson :

Acharya Jyotiprakasahanada Avadhuta

Highlights of Presentations Speaker-1 :

Dr. B.K. Panda

Topic

Can Adequate Teacher Entitlements Improve Accountability of Teachers – An Introspection

:

z

Several Indian and foreign researches on the development of teacher professionalism have been analysed. It has been emphasized that adequate preparatory training and provision of necessary support can definitely have a positive impact on teacher development and can make them more responsible and accountable.

z

The paper discusses in detail various teacher entitlements in terms of proper preservice training, recruitment and placement, proper service conditions, career development, proper salary structures, and adequate schooling provisions in order to carry out the task of teaching in the school efficiently as well as properly defined mechanism of professional development through modern technologies and libraries etc., and their expected outcomes.

z

It has been emphasized that schools need to develop school improvement planning process having in built mechanism of teacher accountability and responsibility, keeping in view efficient teacher deployment, motivation of teachers, teacher education, system of assessment and promotion of children, creation of additional academic support and improvement of school management.

Speaker-2 :

Dr. K.K. Gupta

Topic

Effective Teaching

z

:

The teacher has the heart of mother and brain of father. Various qualities of a wonderful teacher for effective teaching have been highlighted. 170

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z

The child need not be termed as ‘dull’ or ‘unintelligent’.

z

Emphasis has been made on joyful learning without cramming. As an example, the whole Mughal Empire can be taught through six words – B H A J S O (Babar, Humayun, Akbar, Jahangir, Shahjahan, Orangzeb).

Speaker-3 :

Dr. Kartar Singh

Topic

Developing Peace Concerns through Classroom Teaching

:

z

Teacher can develop some peace concerns like tolerance, attitude of respect, patience, values, justice etc., through his teaching in the classroom.

z

Adaptability, commitment, cooperation, reliability, self-confidence, self-discipline, perseverance, tolerance, empathy, consideration for others, curiosity, honesty, integrity etc., are expected to be encouraged in lessons during the learning process.

z

The paper presents a long list of activities and projects embodying peace themes which could be organized in schools.

Speaker-4 :

Shri J.V.L. Narsimha Rao

Topic

The Role of Teachers in Restoring Peace and Harmony in the World

:

z

Terrorists do not belong to any religion. No religion professes hatred and violence.

z

In this huge and gigantic world, we can’t think of a single religion and faith. The people need to live in a state of peace and harmony despite their religious and cultural idiosyncrasies.

z

The paper emphasizes teacher’s responsibility to be an instrument for world peace and harmony by turning out to be a role model for the child as well as the society.

z

Love should be the aim of life. Only love begets love and restores peace and harmony in the world. Teachers need special training in Peace and Harmony.

z

If a teacher sows the seeds of religious tolerance, mutual cooperation, trust and harmony in the rich fertile soil of the child’s mind, they will sprout, grow and blossom the flowers and fruits of religious harmony, peace and international camaraderies.

Speaker-5 :

Shri C. Manoharan

Topic

Peace Education for Unemployed Youth

:

z

The paper examines peace education concepts, assumptions and programmes for unemployed youth population (say 12-30 years old). Many of them are being recruited / exploited by anti social activists, Maoists etc., for their selfish purposes. Such youth are an explosive segment of population in conflict ridden situations.

z

Peace education has been defined as an educational process that encourages people 171

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to view conflict as a fundamental part of society to analyse the roots of poverty, unemployment and violence. It should not be limited to school settings. Rather its importance in training facilitators comprising groups of young people, neighbours, women and other social networks should be highlighted. z

Peace education and unemployed youth could be a part of “Planetary Pact” which considers renewal and conservation of the environment, measures against poverty which assures a life of dignity to all and promotion of human rights and democracy.

Speaker-6 :

Shri Ajay Pandey

Topic

Preparing Peace Teacher and Peace Workers in the Community

:

z

The paper discusses PROUT (Progressive Utilisation) theory of Shri P.R. Sarkar on socio-economic and education field and argues that his Principle of Social Equality (Sama-Samaja Tatva) goes a long way in preparing peace teachers and peace workers for service of community.

z

‘Sam Samaja Tatva’ involves fight against the irrational selfish dogma (atma sukha tatva) and moving individually and collectively, without compromising with disparities and inequalities of collective life, towards supreme consciousness (Parmatama).

z

To prepare society with peace and tranquility, we should prepare a fleet of teachers which is able to create a fleet of numerous students to spread the message of peace, communal harmony, co-existence and mutual respect in society.

z

Peace teachers or community workers must get security in physical, mental and psychological arena, by guarantying them physical necessities of life, financial security and by imbibing in them human values. The wages and facilities of the teachers should be comparable to the top class bureaucrats and judges. Teachers now are a neglected lot.

Speaker-7 :

Dr. Nain Singh

Topic

Teacher as Ambassador of Peace in a Multicultural and Multiethnic Society’

:

z

The paper discusses the type of pluralistic education needed for a multicultural, multilingual and multiethnic society like India. It analyses in detail the vision of NCF 2005 on Education for Peace and the role of Teacher in translating educational intents into practical action.

z

The characteristics of a good and peaceful teacher, based on Indian cultural ethos and the need of the day, are: Teaches well; Updates his knowledge and skills; Uses Innovative Methods; Develops Good Rapport with students; Helps in Building Good Character; Rapport with Parents; Develops Institution; Teaches Citizenship Virtues; Involves in Community Service; and be a Role Model. 172

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For effective transaction of peace concerns, a well designed curriculum for teacher education (pre-service and in-service level) is essential. A multi-pronged strategy has to be planned and executed all over the country with blood and flesh approach where things are not only planned but are also executed in right and real spirit.

Speaker-8 :

Shri Radhey Shyam Baghel and Krishna Kumar Sahu

Topic

f'k{kdksa ,oa Mh-,M- Nk=k/;kidksa ij psruk fodkl ewY; f'k{kk f'kfoj ds izHkko dk leh{kkRed v/;;u

:

(Critical Study of Impact of Consciousness Development Value Education Camp on Teachers and B.Ed. Pupil Teacher’s) z

The paper is based on the findings of a ‘Critical Study of Impact of Consciousness Development Value Education Camp on Teachers and D.Ed. Pupil Teacher.’ Consciousness Development Value Education Camps (Chetna Vikas Mulya Shiksha Shivir) are based on the Madhyastha Darshan as propounded by Shri A. Nagraj.

z

Chetna Vikas Mulya Shiksha is really humanization of Education (f’k{kk dk ekuoh;dj.k).

z

The participants included teachers of 15 primary schools from Durg and Mahsamund districts and Pupil teachers of four DIETs who had attended at least two camps of Chetna Vikas Mulya Shiksha. Teachers and Pupil teachers who have not taken training in these camps were also taken from these DIETs. The results of study clearly indicate the positive impact of Chetna Vikas Mulya Shivirs.

z

Several study-generated valuable suggestions for teachers, guardians, students and administrators have been listed.

z

The Chhattisgarh Government is giving support and guidance for training of teachers and development of Value Education curriculum based on this approach.

Speaker-9 :

Ms. Sunita Jain

Topic

Education, Teacher and System (Shiksha Shikshak aur Vyavastha)

:

z

The paper defines ‘Education’ as teaching of art of living, happy and systematic life. (,d loksZÙke lq[kiwoZd] laca/kiwoZd o O;oLFkkiwoZd thou thus dh dyk fl[kkus dk uke f'k{kk gSA)

z

The Chetna Vikas Mulya Shiksha for improving the subject matter of education has been advocated. In the light of the Chetna Vikas Mulya Shiksha, a person develops problem solving and balance i.e., completeness, oneness and rhythm in thoughts. Oneness in thought symbolizes peace and conflict and narrowness symbolizes NoPeace (v'kkafr). It elaborates the nature of universal human behaviour, universal human education, universal human system, universal human constitution and universal human culture and civilization.

ewY;ksa dh igpku ls gh O;fDr esa psruk ds fodkl dh laHkkouk curh gSA 173

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Speaker-10 :

Dr. Rama Sharma

Topic

'kkafr ,oa lfg".kqrk gsrq f'k{kd f'k{kk ds fy, dkS'ky ,oa fØ;k;sa

:

(Skills and Activities for Teacher Education for Peace and Harmony) ·

Peace Education has been discussed as:

¼i½

;q) fuokjd f'k{kk gS (It is no war education)

¼ii½

'kkafr f'k{kk eqfDr gS (Peace Education is liberation)

¼iii½

'kkafr f'k{kk lh[kus dh izfØ;k gS] ;g f'k{kk 'kSf{kd i;kZoj.k ds ek/;e ls O;fDr;ksa esa lfg".kqrk rFkk l`tukRedrk dk fodkl djrh gS (Peace education is a learning process. It develops harmony and creativity among people through educational climate.)

¼iv½

'kkafr f'k{kk ,d thou 'kSyh gS] ;g yksxksa dh thou 'kSyh esa ifjorZu ykdj varjkZ"Vªh; lekt esa 'kkfUr dh LFkkiuk djrh gS (Peace education is a style of living. It establishes peace among international community through changing the life style of persons.)

z

Some suggested co-curricular activities and practical experience for Peace Education are: -

Celebration of U.N. Day, Earth Day, Peace Day etc.

-

Participation in Junior Red Cross and Scouts and Guiding activities.

-

Participation in Social Forestry, Shram Dan etc.

Co-Chairperson, Archarya Jyotiprakashananda, emphasized overall change in education for creating a model society; to impart spiritual education; to develop consciousness; and understanding of aim of life. Chairperson, Prof. S.B. Singh emphasized a teacher who teaches good living is a good teacher. Though scientists have invented several things, some of these are not good for society. But such scientists are not inhumane. Some users make wrong use of inventions. The inventors of NAPAM Bomb pressurized US not to use these bombs during Vietnam War, and US had to abandon its use. He also remarked that teachers did not need any training but good education. He concluded by saying “It is not student who fails, It is the teacher who fails. If a teacher works as a peer, he or she is a more effective teacher.”

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Thematic Session–11 Chairperson

: Shri P.L. Chaturvedi

Co-chairpersons : 1. 2.

Sh. Shri Ram Parihar Dr. A.K. Merchant

Themes

Education for Peace towards a Millennium of Well-being Ecology in Education for Peace: Implications for Teacher Education

: (i) (ii)

Highlights of Presentations Speaker–1 :

Acharya Kishan Sood

Topic

Ecology in Education for Peace – Implications for Teacher Education

:

z

Neo-humanism is the way to respect all living beings and seeking all as an expression of the divine. The goal of Neo-humanist education is to help the child to find a meaning and purpose of its existence.

z

While institutional care of children may provide them with some of the basic necessities, the need for individual nurturing often goes unattended. Therefore, Neo-Humanism Education (NHE) believes in creating programmes that provide measurable and lasting benefits for all participants. These include (i) physical and emotional nurturing of children, (ii) improving their physical surroundings, (iii) educational programmes for children, (iv) local community involvement for providing children’s needs, (v) health care programmes, and (vi) ensuring programmes of self reliance.

z

The proposed Curriculum of NHE includes:

z

(i)

whole child learning

(ii)

values and universal love

(iii)

yoga and meditation

A balance between individual and group instructions is employed. Children are helped to develop and expand their own interests and unique talents and address their multiple capabilities or intelligence. 175

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z

Student Volunteers (STUVOL) is part of Neo-Humanism and Education. This programme was created as an extra-curricular activity.

z

NHE thrives on a balanced approach between the following three key drivers of education. (i)

The study and practice of comprehensive understanding of the elements of Ashtang Yoga and Languages and Creative and Fine Arts with a hands down mud between toes approach.

(ii)

Ecology, Conservation, Environmental and sustainability study.

(iii)

The study of Mathematics and Science.

z

Neo-humanist education believes in building a universal society based on mutual love. Children learn it through doing. It encourages a life of activism and struggle. It, therefore, behves on the teacher to strive to develop the image of New Humanist ideals and practices to genuinely inspire the child.

z

The teacher designs the curricula suiting every locality considering the social and cultural needs of the community and its environment. The methodology is flexible keeping in mind to awaken the thirst for knowledge, develop concentration and to avoid distraction and dogmatic influences.

z

The child identifies itself as a part of Bio-sphere, the Solar system and the great universe. The student acquires a sense of purpose and a goal and realizes the meaning of existential value of all created beings in the universe.

z

NHE is practiced in over 1000 schools from Kindergarten to colleges in over 50 countries.

Speaker–2 :

Dr Bhalchandra Bhave

Topic

Hkkjr ,oa fo'o esa 'kkfUr ds lac/a k esa ;ksxh Jh vjfoUn ds 'kSf{kd fopkj% ,d fparu

:

z

Education brings out the hidden potential of the child for his total development.

z

Peace education refers to freedom from exploitation, non-violence and ensuring social justice.

z

The philosophy of Yogi Aurobindo if implemented in Education and Teacher Education can help in creating peace and harmony.

Speaker–3 :

Dr Kamlesh Choure

Topic

Bio-technological Development from Ancient to Modern Age for Socio-Economic and Cultural Peace

z

:

While identifying the strengths and weaknesses of bio-technological development, organic farming has been recommended for Peace and Harmony. 176

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z

Peace & Harmony

Biotechnology has helped in contributing towards: (a)

food security,

(b)

environmental sustainability,

(c)

public health, and

(d)

employment.

But biotechnology has raised issues on: (a)

Ethics, and

(b)

Loss of privacy, particularly medical and genetic information is more likely to be stored and shared. It may lead to discrimination.

(c)

Loss of biodiversity (by genetically modified crops and harmful chemicals).

Speaker–4 :

Dr Kavita Jain

Topic

Organic Farming for Peace and Ecological Harmony

:

z

A man can survive peacefully and happily with fulfillment of all the basic requirements if he understands and respects the nature’s law as well as the relation of himself with nature. Practices involved in organic farming suggest the way of peaceful life style without much investment.

z

Organic farming is the world’s most sophisticated and serious vision of sustainability. The advantages of organic farming are multifarious - increasing on farm diversity, on mixed farming with animals, annual crops and tree components, and on the use of natural enemies rather than chemical pesticides to control pests and diseases.

z

Teachers should be trained in the scientific methods of organic farming to make children aware of environmental challenges, sustainability of development, and their relations with nature to acquire peace and harmony.

Speaker–5 :

Dr Kavita Suri

Topic

Teacher Education for Peace in Times of Conflict in Jammu and Kashmir

:

z

Peace is not just the absence of war; it is the practice of love.

z

Pedagogy of Peace includes the following components: (a)

Critical thinking

(b)

Inquiry

(c)

Collaborative, cooperative learning and problem solving

(d)

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(e)

Discussing multiple solutions to scenarios

(f)

Envisioning realistic alternatives

(g)

Opportunities for self-reflection( reflective thinking and writing)

(h)

Community service

(i)

Direct teaching and modeling of peace education aims and values.

(j)

Exploration, choice and creativity

(k)

Engagement in community service and action-oriented problem solving.

(l)

The conflict situation in Jammu and Kashmir is due to increased radicalization among youth. Training of teachers can help students to deal with trauma

(m)

Provide students with extra-curricular activities and sustain their academic interests

(n)

Orient the concerned educational administrators towards Peace Education Curriculum.

z

Violence is a disease, we have the antidote – it is peace education, to raise social intelligence and development everywhere.

z

We need teachers in Jammu and Kashmir to: -

raise their knowledge and skills,

-

recognize themselves as a peace leader, builder and educator,

-

do best to bring peace to the world, beginning with themselves (modeling peace), their family, their workplace, their community and their country.

Speaker–6 :

Shri Rajedra Pal

Topic

ekuo ewY; ,oa 'kkfUr vk/kkfjr f'k{kk dh lkoZHkkSfedrk

:

(Relevance of Universal Human Values and Peace based Education) z

The findings of the study reveal that similarity has been observed in the values of students studying in the schools under the Central Board of Secondary Education and the Uttar Pradesh Board of Secondary Education. However, in respect of certain values like beauty, dignity, comforts in family, political knowledge and values, considerable differences have been observed.

Speaker–7 :

Shri Sushil Kumar Singh

Topic

f'k{kk ds }kjk 'kkfUr ,oa lkejL;rk (Peace and Harmony through

:

Education) z

According to the Madhyasth Darshan of Shri A. Nagraj: 178

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z

Peace & Harmony

-

Existence is already in harmony, man has to realize this fact and learn to be in tune with it.

-

Existence is in itself co-existence at all levels.

-

Each unit is a system in itself and is an integral part of the overall system-the entire existence.

-

Nature comprises of infinite units including material units(jada) and consciousness (chetan). These units are organized into four orders which are mutually interconnected, viz., material order, pranic (bio-)order, animal order and human order matter, prana, jiva and knowledge (human) units.

The human being has freedom to visualize and act which is not available in other forms of existence. The human beings which constitute the only knowledge order in the whole nature have the reasponsibility of acquiring the right knowledge and live in accordance with it. This is the key to peace and harmony in the world.

Speaker–8 :

Dr. A.K. Merchant

Topic

Relevance of Universal Human Values & Peace based Education

:

z

There is a dynamic coherence between the material and spiritual elements of life.

z

A new curricula for peace education has been suggested.

z

The relation between education and the forces of disintegrations that have assaulted global society is, in essence, not a failure of education per se, but rather inability of the educators and curriculum developers to keep with, or even lead, the process of transformation to a new age.

z

Achieving a dynamic coherence between the material and spiritual elements of life implies a worldwide radically different from whatever comprises the present day socio-politico and economic structure. It calls for far-reaching spiritual and cultural shifts at all levels of national polity.

General Observations z

The Co-chairperson, Sh. Shri Ram Parihar, evoked the ancient Saints/Gurus – Brahama, Mahesh and Vishnu. He highlighted that in the post-independence era, we have delinked “Kku ,oa deZ” which was an accepted ‘axiom’ in our way of life. He cited the life style of Dr. Radha Krishnan, former President of India. He suggested the missing links and coordination between “Kku ,oa deZ”. He emphasized the need of a life style which should be disciplined one.

z

The Chairperson summed up the gist of presentation of papers by the speakers. He also highlighted the good and strong side of the Indian culture – its virtues, philosophy and its base. He redefined the concept of ‘religion’. It was never considered a ritual. 179

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The concept of ‘Religion’ in the Indian context is different from that of the Western philosophy. ·

According to the Chairperson, the teacher is a torch bearer of knowledge, philosophy and conduct and that is why in Indian culture, teacher is called “Acharya”. Our culture does not allow exploitation of natural resources. If this is checked, then ecological balance, use of science and human prosperity will bring all goodness and well being in human life.

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Thematic Session–12 Chairperson

:

Dr. Bishnu Pathak

Co-chairperson :

Brig. Kartar Singh

Theme

Skills and Activities for Teacher Education for Peace and Harmony

:

Highlights of Presentations Speaker-1 :

Dr Lata Pandey

Topic

Community Singing and Teacher Education Programme – A Step towards Peace and Harmony

:

z

The Community Singing Programme of the NCERT (launched in 1991) has focus on national integration. The programme gives opportunity to children to sing together patriotic songs in various languages. This results in mutual love, sense of belonging and national integration.

z

If teacher training institutions adopt community singing programme and start giving training to student-teachers under this programme, it would prove very useful for them to understand and learn about various cultures and languages. When they become teachers, they would be able to operationalize successfully the community singing programme in schools.

z

The community singing programme is conducive for inculcating the values of peace and harmony in students and teachers as also in the community at large. It is therefore desirable that the training in community singing should be an integral part of the Teacher Training Programme.

Speaker-2 :

Dr Prabhakar Dixit and Dr Kavita Sharma

Topic

Yoga Education: Base for Peace and Harmony

:

z

The paper highlights the importance of Yoga for peace and harmony, quoting Maharishi patanjali on different aspects of Yoga.

z

Besides focusing on peace of mind, yoga is conducive to physical wellness of individuals. 181

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z

The eight facets of yoga viz., Yama, Niyama, Asana, Pranayam, Pratyahar, Dharana, Dhyan and Samadhi (;e] fu;e] vklu] izk.kk;ke] izR;kgkj] /kkj.kk] /;ku vkSj lekf/k) if practised meticulously, it would result in all round development of individuals, particularly for their mental peace.

z

In the area of Teacher Education, the three aspects of Yoga, viz., Dharana, Dhyan and Samadhi, are extremely important, particularly for concentration of mind of individuals. In addition, the knowledge and practice of ‘right food’ and ‘right conduct’ (;qDrkgkj fogkj) will further facilitate the all round development of individuals with assurance of peace and harmony in the society at large.

Speaker-3 :

Ms Pooja Gupta

Topic

Teacher Education: A Peaceful Perspective

:

z

The challenge of horrifying situation because of territorial conflicts, religious fundamentalism, violation of human rights, global terrorism, economic disparity etc., can be met by suitable reforms in the education system including the teacher education programmes. The role of teacher for establishing peace and harmony is extremely important in multi-cultural and multi-ethnic society.

z

The teacher is required to develop qualities such as tolerance, respect for and appreciation of others, being fair and open minded, and being able and willing to consider others’ point of view looking beyond his / her self-interest.

z

Certain action points for promotion of peace and harmony include (i) provision of social service in the teacher education programme, (ii) incorporation of peace concerns, attitudes and values in the Foundation Papers, (iii) giving hands on practice through internship, school experience programmes and community works etc., in the use of various conflict resolution techniques and in analysis of textbooks.

Speaker-4 :

Ms Jyotirekha Ananda and Ms. Avdhutika Ananda

Topic

Skills and Activities for Teacher Education for Peace and Harmony

:

z

Teachers must possess qualities such as personal integrity, strength of character, righteousness, a feeling of social service, unselfishness, an inspiring personality and leadership.

z

The skills of teachers required for peace and harmony were elaborated. These are conducive for peace and harmony.

Speaker-5 :

Dr Swapan Kumar Dutta

Topic

Peace Education and Types of Peace Learning Activities

:

z

Real peace has to begin within individuals, in families, in our communities and then we can start talking about global peace.

z

World peace means not only absence of war, but violence in all forms such as conflict, 182

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threat to life, social degradation, discrimination, oppression, exploitation, poverty, injustice and so on. There is growing realization in the world of education today that children should be educated in the art of peaceful living. As a result, more and more peace concepts, attitudes, values and behavioural skills are being integrated into school curricula in many countries. z

Peace education is an attempt to bring about changes in values, attitudes and behaviours of children. It is a remedial measure to protect children from falling into ways of violence in society.

z

Different types of peace learning activities include debating, case studies, brainstorming, puzzles, self-expression, making stories, writing poetries and songs, storytelling, cooperative games etc.

Speaker-6 :

Dr Silima Nanda

Topic

The Human Connection in a Teacher

:

z

Students look upon teachers to be guided, tutored, to laugh and cry with them. For maintaining such a human connection, teachers need to develop two types of frames; one, pedagogical and other attitudinal (socio-emotional) and these two structures must be interrelated and intertwined.

z

Under the pedagogical framework, the role of the teacher should be to promote a safe and engaging classroom through a proper physical setting and create an environment of learner-centric, activity-based teaching. The teacher should emphasise more on process rather than the product.

z

The teacher can integrate values in pedagogy to shape the moral dispositions of students. Orientation of teachers in content, methodology and trends in values is very essential to equip the teachers to deal with students in classroom situations. Appropriate ICT can be used for recurrent training of teachers towards enhancing their skills through efficient learning methods and strengthening their human connections.

z

It is through the curriculum of giving-through a value education of thinking, feeling and doing so that we may equip children with desirable values and attitudes and take informed decisions in life.

Speaker-7 :

Muhammad Sazzad Hossain Siddiqui

Topic

Teacher Education for Peace and Harmony

:

z

Teacher education prepares teachers for changing the society through developing leadership qualities, values, norms, and professional ethics in classroom.

z

Value education suggests a “teaching hospital” model that emphasizes student centred learning through the teaching team, practice team and finally research team in case of higher education. In this regard, if teacher education includes ‘peace education’ in the teacher education curriculum, it will be more effective for students 183

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to analyze the root causes of conflicts and effective techniques of conflict prevention and intervention. z

Designing and implementing various on-campus programmes including meditation programme, non-violence, ethics and Gandhian approaches to peace that could be applied in the field of dispute resolution and avoidance of conflict respectively and thereby bringing the pupils in resolving conflicts and creating a forum to discuss a variety of disputious issues and areas of cooperation both in home and abroad.

Speaker-8 :

Dr. Steve Sharra

Topic

Harvesting What We Plant: Integrating Peace and Harmony in the Malavian Teacher Education Curriculum

:

z

The new curriculum in Malavi embraces topics on conflict resolution and human rights in a new subject area.

z

Integrating peace and harmony in the teacher education curriculum needs to start with subject matter content to demonstrate to teachers how everyday classroom situation present possibilities of teaching peace.

Speaker-9

:

Mr. Giriraj Bhojak

Speaker-10 :

Mr. Veer Chandra Jain

Speaker-11 :

Mr. Rahul Kumar

z

These delegates also made presentations on “Skills and Activities for Teacher Education for Peace and Harmony” based on their experiences.

Dr Bishnu Pathak, Chairperson, discussed “The Approaches to Peace-building in Nepal: Experiment in Various Dimensions”. Brigadier Kartar Singh, Co-chairperson, while presenting his ideas on peace and harmony, emphasized inclusion of Yoga in Curricula of Teacher Education.

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Session - I ABC of Harmony: Harmonious Civilization for World Peace Dr. Leo Sameshko z

Harmony concept is comparative to Universal human Values; through harmony such values only flourish.

z

The ABC of Harmony – or simple the ABC, the alphabet or the code of harmony – is the most concise expression for the following terms: the ABC of social and individual harmony, the alphabet of harmony of society and human; the alphabet of social and individual harmony, the ABC of language/thinking of social and individual harmony; the alphabet of language/thought of social and individual harmony, the ABC of theory/ science/worldview/spiritual culture of harmonious civilization, and so o-n.

z

The four-dimensional, tetradic feature of the ABC of Harmony and terminology of the tetradic language, thinking/thought and spiritual culture of harmonious civilization are unfolded in the Philosophical Introduction. This terminology is an umbrella of the term: tetradic philosophical code/thinking of harmony.

z

The terminology of social harmony can also be classified o-n different grounds. The spatial levels include global, regional, national and local. The functional levels include individual, family, collective, corporate, manufacturing, distribution, retail, consumer, and so o-n. There may be other grounds for classification of social harmony. Its conscious and intuitive understanding, as well as its corresponding, practical cultivations, is also classified according to these levels.

z

Peace comes from harmony (social harmony). Traditional culture is “Militarists Peace” – war for peace. (Temporary)

z

Peace begins in mind, consciousness of human being.

z

The new Civilization can achieve Peace & Harmony only through Non-Violence.

Dr. Charles Merciea z

The purpose of the book is to provide a guide for teacher as to what it means to work for Peace. 189

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z

Contemporary education imparts only facts (information) to children.

z

In a war everyone is a looser (Both Parties involved)

z

Of geography, Nationality, culture etc. is subject to change than does it make sense to be proud/ associate oneself with any such identity?

z

It is challenging to change the prospective of the old generation evolved through a culture of war “Old Days”.

Mr. Heli z

Peace is every bodies concern (all domains of everyday life of humans)

z

Need to integrate traditional geographical values into contemporary teacher education content.

Dr. Rodica Pop z

Peace Education Starts writing the family incomplete families are major course of disharmony in western & backward nations.

z

Teacher has to be a Teacher not just in a class but in all dimensions of life for life.

Prof. Steve Sharra (Malavri, South East Africa) The Reason why we have been leading towards violence because we never had an education system that integration Peace & Harmony within it.

Dr. Dephny Romy (Mrs): (A Social linguist) Blog: Cosmopolitan (Believes in no borders) Believes in the idea of a global citizen constitution. The internet & new tools of communication has reduced the listening ability of students in the class.

Dr. T.N. Chaudhary z

Compared this book with Leo Tolstoy’s “War & Peace”.

z

Need for Truth & reconciliation committee (like in Chile)

z

Like TCP/IP language of machines one day me (humans) would communicate with a universal language (Spoken/unspoken).

Dr. Daina Tera z

What constitutes “Spiritual Culture”?

z

Can we achieve Peace & harmony through culture or by transcending it? 190

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Session - II Relevance of Human Value in Education

(f'k{kk esa ekuo&ewY;ksa dh izklafxdrk) bZ'oj n;ky daly lapkyu& 11]12 ,oa 13 Qjojh&2012 xk¡/kh n'kZu] jkt?kkV ubZ fnYyh esa International Seminar on Teacher Education for Peace & Harmony lEiUu gqvkA bl lsehukj dk eq[; mís'; Fkk vkt dh f'k{kk esa ekuoh; ewY;ksa dks dSls integrate djsa fd vkt dh f'k{kk vius vki esa okLrfod f'k{kk cusAa vkt tks f'k{kk nh tk jgh gS og dsoy jksTk+ xkjijd gS mlls dsoy Professor curs gS]a bathfu;j] MkWDVj curs gSAa mldk mís'; dsoy /kuksiktZu jg x;k gSA tks okLrfod f'k{kk gS dgha NwV xbZ gSA bl International Seminar esa ns'k fons'k ls vk;s yxHkx 600 Delegates us Hkkx fy;k! lsehukj esa 12 Qjojh 2012 dks vk;ksftr fo'ks"k l= dk lapkyu bZ'oj n;ky th] tks fd ^laLdkje~* ds iz.ksrk gSa us fd;kA mUgksua s lsehukj esa vk;s lHkh eq[; oDrkvksa dk vfHkuUnu fd;k vkSj vk;s gq, lHkh eq[; vfrfFk;ksa dk lsehukj esa mifLFkr fo}r tuksa ls ifjp; djk;k! l= dk vkjEHk oUnsekrje~ xku ls fd;k x;k rRi'pkr bZ'oj n;ky th us IASE (D) University ds dqykfèkifr Jh dudey nwxM+ th dk ifjp; djk;k vkSj crk;k fd] vki ljnkj 'kgj fLFkr xk¡/kh fo|k efUnj ds vè;{k gS]a ftldk vkt ls yxHkx 50 o"kZ iwoZ rRdkyhu jk"Vªifr MkW jktsUæ izlkn us mn~?kkVu fd;k FkkA bl fo|k efUnj dks ljnkj oYyHk HkkbZ iVsy th us 1200 ,dM+ T+kehu fnyokbZ Fkh rkfd ogka ij ,d nsgkrh fo'ofo|ky; cusA dudey th ds firk Jh dUgS;key nwxM+ th FksA tks ckn esa Lokeh jke 'kj.k nkl th dgyk;sA dudey th muds iq= gSa vkSj vki vius firk Jh jke 'kj.k nkl th ds dk;Z dks gh vkxs cs rdjhj ugha djuh gS eq>s rdjhj vkrh Hkh ughaA ysfdu tks esjs tT+ckr gSa mudk bT+kgkj vkids lkeus eSa t:j d:¡xk! gekjs bl Hkkjr esa cgqr lkjs eT+kgc gSAa vki dgha Hkh is cqyk;k vkSj crk;k dh bZeke lkgc vkidh 194

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csVh laLÑr esa QLVZ Dykl vkbZ gSA ,d beke dh csVh laLÑr esa izFke vkbZ gSA laLÑr ls bruk yxko eSua s ugha fn;k oks phT+kas ihNs ls FkhA vkSj fQj eSua s mls fgEer nh csVs cgqr vPNh ckr gSA vkidks vkxs vkuk pkfg,A eSua s dHkh fdlh rjhds dh ca/ku dh ckr dHkh ugha dh gSA rks eSa vki lHkh dk 'kqØ xqTk+ kj gw¡ fd vki lcus gesa cqyk;kA

lq'khy th egkjkt eap ij fojkteku lEekuh; vfrfFke; vkSj esjs lEeq[k fojkteku ijeJ)s; xq#nso Lokeh lksefxfj th egkjkt esjs ekxZn'kZd gS]a lEekuh; lUr gSAa lcls igys eSa mUgsa vknj ls iz.kke djrk gw¡A ca/kqvksa fo"k; cM+k mÙke fo"k; gS fopkj.kh; fo"k; gSA ftl ij lHkh us vius&vius fopkj j[ksA esjk Hkh ;s ekuuk gS fd Hkkjr ns'k dh igpku gh laLÑfr vkSj laLdkj gSAa bruh 'kk[kkvksa esa c¡Vs vkSj èkeks± esa c¡V]s laEiznk;ksa esa c¡Vs exj laLdkjksa ds jgrs geus fo'o dk ekxZn'kZu fd;kA vkSj 6&7 o"kZ iwoZ tc laLdkje~ laLFkk dk tUe gqvk mldh Hkh ewy vk/kkj ckr tks eq>s crkbZ xbZ Fkh og ;gh Fkh fd ns'k esa tks vkus okyh ubZ ikS/k gS] vkus okyh larku gS tks ekxZn'kZu djsxh nqfu;k dk oks cPps dSls gksx a ]s muds laLdkj dSls gksx a s cM+k egRoiw.kZ fo"k; Fkk vkSj eSua s leFkZu fn;k Fkk Jh bZ'oj n;ky th dksA vkSj ;s fo'okl fnykrk g¡w fd ge /keZ xq# tks lksp jgs gSa ftl ykbZu ij lksp jgs gSa mldk ifj.kke Hkh lqUnj gksxkA

Lons'k Hkw"k.k] iatkc dsljh lewg ds v/;{k xq#oj yksd's k eqfu th] vU; lHkh lk/kqx.k] larx.k] fo}ku] egkuqHkko tks eap dh 'kksHkk cs vkns'k gqvk fd vkt eq>s ;gk¡ mifLFkr gksuk gSA rks eSa ;gk¡ gw¡ vkSj vius vkidks lkSHkkX;'kkyh ekurk gw¡ vkSj vki lcdk /kU;okn djrk gw¡A

Jh ds-ds- xqIrk HkkbZ;ksa vkSj cguks]a vkt T+kekuk gkbZ&Vsd dk ugha gS gkbZtSd dk gSA laLdkj] lH;rk ,oa laLÑfr dks gkbZtSd dj fy;k x;k gSA vkt ftl rjg dk ekgkSy gS rc vxj cPpk fjokWYoj ys ds Ldwy tkrk gS] pkdw ls xksnrk gS] ;s gksuk gh gSA Out of nothing, nothing comes it is nil o nil feets ifjokj xHkZ ls ysdj dcz rd Kku dh lhek gSA vc dk vkneh is ugha irk] n;k] Ñik] d:.kk] vuqxzg vkSj vuqdEik esa D;k varj gSA vkSj ;s dSls fodflr dh tk ldrh gSA ysfdu geus bl fn'kk esa iz;Ru vo'; fd;k gSA fd buesa D;k varj gS vkSj ekuo esa ;s ewY; dSls fodflr fd, tk ldrs gSAa geus 30 lky igys dsoy 2000 ewY;ksa dh lwph cukbZ FkhA vkSj ftlesa ls dkaV&NkaV djds var esa ge dsoy 750 ekuo ewY;ksa ij vk,A ukfg euq";r Js"Bre fdafpr tc ;s dg fn;k x;k gS vkSj laLÑfr ds ekè;e ls euq"; dks lqlLa Ñr cuus dk dk;Z gh mlds thou dk 196

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dk;Z gSA bl ckr dks tc ge è;ku esa j[krs gSa rc ge vkxs ca>kokr cgqr vk, gSa ysfdu ;s dHkh u"V gksus ds dxkj ij ugha igq¡ph gSA bl laLÑfr dh tM+as bruh xgjh gSa fd ;s >a>kokr Hkh fudy tk,xkA laLÑfr jgsxhA ir>M+ ds isM+ dks ,d ckj >M+k ns[kdj fujk'k er gksbZ;]s Hkkjrh; laLÑfr ges'kk jgsxhA Hkfo"; va/kdkj esa gS ;k mTtoy gS bldh dYiuk ls fujk'k gksus dh vko';drk ugha gS gesa orZeku ij lkspuk gS vkSj eq>s iwjk fo'okl gS fd vkt bl fo"k; ij FkksMk+ lk iz;kl esjs lkfFk;ksa us fd;k gS vkSj vc nsf[k;s fdrus fo}ku~ rhu fnu ls yxs gq, gSa vkSj dy rd jgsx a As bl ckr ij fopkj djus ds fy,A D;k ;s vk'kk dk izek.k ugha gS fd ;s laLÑfr v[kaM gSA

MkW- lqjUs æ ikBd /kU;okn KkiuA

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Session - III Jeevan Vidya Special Session A Holistic View of Human Behavior Shriram Narsimhan z

Madhyast (Mediating, Centered): Stability is inherent in nature & mankind can also achieve it.

z

Darshan: Activities by the seer to see the scene as it is.

z

4 Darshan, 3a Vaad (ism), 3 Shastras (code of conduct human) and Universal Human Constitution.

z

We can’t find solution in the same domain in which the problems themselves exist (based on his observation of the discussions during the seminar by distinguished guests). Also he believes that mere analysis of problems will not lead to any lasting solution.

z

The book is written in first person.

z

Satta: Energy in equilibrium)

z

Spoke briefly a 10 activities of sprit (living) and 122 human conduct thereby.

z

Religion = Inseparability of a unit (its Indestructibility) Religion of man = Happiness (lasting) and human religion is one. By resolution = Knowledge of existence = co-existence.

Rakesh Gupta z

Was unhappy with his formal education which failed to quench his thirst of his spiritual quests and came across Madhyast Darshan.

z

This book is about a holistic study Human being in existence / as a reality in existence, nature of existence, nature, society, family and self.

z

He has executed this translation in the capacity as a student of this Darshan.

z

This book is not a comparatives study. This is not a scholarly literary work but only for being accessible to English speaking audience. 201

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z

The expectation / desire / need for understanding is the same among all humans irrespective of various sectarians groups.

z

The purpose of this translation was to bridge the gap English – Hindi learned people.

z

Himanshu ji read the Author’s note.

Dr. Samdhung Renpoche Scholorly literatures are of two kinds: a)

Original i.e. without any reference to any previous work referred to as “vkxe”. Shri nagraj’s work Madhyast Darshan – Sah-Astitvawad (Co-existentialsim) belongs to this category.

b)

Analysis & commentary on existing work referred to as ^'kkL= lkfgR; ¼fVdk &fVIi.kh½*

This Philosophy compared to earlier ones has spread to people at a very respectful speed, thanks to the efforts of its early students (especially those educated in contemporary education). Commendable efforts of Rakesh Gupta.

Kanak Mal Dugar z

Came in contact with A. Nagraj (2005) to cure cancer through Ayurved. Darshan’s uniqueness is cited as follows a)

Not tied to any existing ideology

b)

Does not oppose any person or thought

c)

Hence avoided use of traditional words and coined new one’s to effectively communicate reality as he experience as it is. ( a rare feat)

d)

Scientific & rational (Logical)

e)

A Complete philosophy in every sense.

Sunita Pathak proposed vote of thanks.

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Session - IV Role Media in establishing Peace & Harmony Globally

(oSf'od 'kkafr vkSj ln~Hkko dh LFkkiuk esa ehfM;k dh Hkwfedk) lapkyu

MkW- lqjUs nz ikBd Lokxr mn~cks/ku ehfM;k dh Hkwfedk lekt ds vukSipkfjd f'k{kk ds :i esa jgrh gSA ehfM;k gh lekt esa jk; vkSj tuokn dks eukrk gSA vr% 'kkafr&ln~Hkko f'k{kd f'k{kk dh Hkwfedk ij foe'kZ djrs le; ehfM;k dh Hkwfedk ij fopkj djuk Hkh ;qfDrlaxr gSA esjk lac/a k Hkh foxr nks n'kdksa ls ehfM;k ls izR;{k ;k ijks{k :i ls jgk gSA ehfM;k vkSj ehfM;kdfeZ;ksa ds var}Z}a eSua s fudV ls ns[kk gSA D;k lkspdj ge ehfM;k ls tqMr+ s gSa vkSj d;k djus yxrs gS\a cM+& s cM+s lius ysdj 'kq: gksus okyh ehfM;kdfeZ;ksa dh ;k=k fdl fn'kk esa igq¡p tkrh gS] bldk lgh ewY;kadu dk gd Hkh ehfM;kdfeZ;ksa ds gh ikl gSA fQj Hkh ;fn ehfM;k viuh lkFkZd&leFkZ Hkwfedk dks 'kkafr vkSj ln~Hkko ds fy, fuHkkrk gS rks 'kh?kz gh ekuo tkfr fouk'k ds ?kkrd ladV ls eqDr gks ldrh gSA

dudey nwxM+ th ehfM;k dk dke lwpuk izlkj ds lkFk lkFk n`f"V iznku djuk Hkh gSA ehfM;k 'kkafr vkSj fo'o ca/kqRo dh n`f"V dks fodflr dj ldrh gSA ekuo ds lgt laLdkjksa ds izfr #ph txkuk Hkh ehfM;k dk dke gSA bl dk;Z dks ftruk ltxrk ls] lqna jrk ls] ftEesnkjh ds lkFk djax s s mruk gh 'kkafr f'k{kd dk dke vklku gksxk vkSj lekt dk Lo:i vf/kd laqnjrk ds lkFk fu[kjsxkA blh vfHkyk"kk ds lkFk lcdk Lokxr gSA oDrO;

v'kksd VaMu vkt lekt esa tks fpark O;kIr gS] tks leL;k gS mldh tM+ ehfM;k gSA ;g /kkj.kk u;h ugha gSA ehfM;k O;kolkf;d #fp ds fy;s dqN Hkh dj ldrk gS blfy;s ehfM;k ds }kjk ifjorZu laHko ugha gSA lekt esa gksus okys ?kVukvksa dk ehfM;k ,d le; lk{kh jgk gSA tc lekt esa vPNkbZ jgh rks mls ehfM;k us izlkfjr fd;k tc cqjkbZ;ka vk;h rks cqjs yksxksa us Hkh cqjkbZ esa ehfM;k dks vius lkFk 'kkfey 203

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fd;kA ehfM;k ds yksxksa us Hkh bl cqjkbZ esa c