While the beautiful Globe is booming with violence, terror, falsehood, obscurity and evil activities, in this moment the treatise ‘Peace Education’ is coined as a pedagogy meant for learners and teachers of teacher education programmes in India and abroad.It contains six chapters—Introduction, Empowerment for peace, Development perspectives, Pedagogy of peace, Strategies for peace, and Peace and Education. Various aspects of peace education are discussed in a lucid and comprehensive manner. Silence of mind, inward journey and to become conscious about her/himself are the pre-requisite criteria for establishing peace in human being. The fusion of matter and spirit is the core idea inherent within. Hope,it might help any reader to become conscious about her/himself, others, society and nation.
Prof. Pravat Kumar Dhal (b. 1967), Education Scientist, is Professor and Head, Department of Education, Magadh University, Bodhgaya and has been serving in the field of education for the last twenty seven years. He has to his credit fiftyscientific papers and six books. He has wonawards as: World Harmony Gandhian Creator, Excellence in Higher Education of Asia, Fellow of the Rights, Leading Educationist of India, Bharat Excellence, Ambedkar Fellowship, Confederation of Education Excellence, Research Excellence and Good Leader etc.Prof. Dhal is the founder of MIRA and the Life Member of GHA, IAWEP, GERA, AIAER, IATE, IAAP, IFORE, HEF and EDC.
Preface
Abbreviations
1. Introduction
1.0 Introduction
1.1 Aims and Objectives
1.2 Meaning, Concept, Need and Significance
1.3 Barriers—Psychological, Cultural, Political and Socio-economical
1.4 Factors Responsible for Breaking Peace
1.5 Religion and Peace
1.6 Peace in Different Religions
1.7 Some Thoughts in Different Faiths
1.8 Interfaith/Inter-religious Dialogue
2. Empowerment for Peace
2.0 Background
2.1 Justice—Social, Political, Economic, Cultural and Religious
2.2 Equality—Egalitarianism, Education for All, Equal Opportunity
2.3 Women’s Empowerment for a Culture of Peace and Non-Violence
2.4 Citizenship—Socialism, Secularism and Democracy
2.5 Critical Thinking: Reasoning and Applying Wisdom and
Co-operation
2.6 Learning to be and Learning to Live Together
2.7 Global Peace Science (GPS)
3. Development Perspectives
3.1 Cognitive, Moral, Social Reasoning and Wisdom
3.2 Self-Development and Self-Identity
3.3 Controlling Bad Habits: Drug, Abuses, Theft, Indiscipline
3.4 Obedience to Law, Order and Ethics
3.5 Utilization of Moral Habits
3.6 Role of Education in Promoting Human Rights, Values, Peace and Development
4. Pedagogy of Peace
4.0 Introduction
4.1 Some Key Areas
4.2 Conflict Resolution
4.3 Brain Storming
4.4 Problem Solving Model
4.5 Activity Performance
4.6 Sri Aurovindo’s Integral View of Education for Peace and Harmony
4.7 Gandhiji’s Concept of Peace
5. Strategies for Peace
5.1 Emotional Integration: Rapprochement, Storytelling, Narration of Scenario with Zest
5.2 Understanding Background: Survey, Action Researches
5.3 Violence: Prevention and Intervention
5.4 Crisis Management
5.5 Negotiation, Persuasion, Co-existence
5.6 Peace Values
5.7 Peace Skills
6. Peace and Education
6.1 Education for Peace
6.2 Policy Perspectives
6.3 Peace Education in Different Stages
6.4 Peace in Teacher Education
6.5 Peace in School Setting
6.6 Family’s Role for Peace
6.7 Role of Media in Peace Building and Conflict Management
6.8 Spirituality and Peace
6.9 Assignments
6.10 Project Based Activities
Bibliography
Index