Education For Peace In Schools

This document, "Education for Peace in Schools" by Hemant Shah, outlines a conceptual framework for peace and advocates for its integration into educational systems. The author argues that while peace is easily understood, it is difficult to implement.

The paper is divided into two main parts:

Part I: Conceptual Aspects of Peace

• Defining Peace: The author begins by stating that peace is more than just the absence of war or violence. Drawing on the perspective of Indian philosophy, it is presented as a positive concept encompassing harmony between individuals, between humans and nature, and in all elements of existence (sky, water, space).
• Types of Peace: Peace is categorized into negative peace (absence of war and organized violence) and positive peace (inner peace, integration, cooperation, and harmony among human groups).
• Dimensions of Peace: Following Shri Karan Singh, five dimensions of peace are identified:
  1. Peace within ourselves.
  2. Peace within the family.
  3. Peace within society.
  4. Peace within the nation-state.
  5. Peace within the entire planet. These are viewed as concentric circles, with the individual and the planet being interconnected. The author stresses that world peace is now a necessity for human survival.
• Kant's Principles for Perpetual Peace: Immanuel Kant's six principles for achieving and maintaining perpetual peace are presented. These include prohibiting secret reservations for future wars in peace treaties, preventing states from being acquired by others, abolishing standing armies, not contracting national debts for foreign interests, prohibiting forceful interference in other states' constitutions, and prohibiting certain inhumane wartime practices. The foundational element for Kant is mutual trust and honesty.
• Constructing Peace: Peace is described as intangible, not merely a feeling or state achieved through prayer, nor solely the end of war. It is a natural instinct that needs to be allowed to manifest. True peace is a state where fear is unknown, and human harmony and peace are essential for survival and living as a human.

Part II: Education for Peace

• The Need for Peace Education: The author asserts that peace is lost due to war and violence, which stem from various causes like economic issues, racial antagonism, politics, arms races, ideologies, and religious fundamentalism. While removing these causes is important, the core issue is identified as the nature of man. To foster harmony and peaceful coexistence, individuals need to be educated for peace, creating an environment that molds them towards peaceful behavior. Education is highlighted as the most effective tool for shaping thought patterns and bringing about societal change.
• Transforming the Mind: Achieving peace and stopping war requires a radical change in man, specifically in approaches, attitudes, and behavior. This change can only happen through the transformation of young minds through "choiceless awareness." Schools are deemed the ideal place for this, as students are future leaders.
• The Four Pillars of Education: The document references Jacques Delors' UNESCO report, "Learning: The Treasure Within," which emphasizes four pillars of education: Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be. "Learning to Live Together" is highlighted as crucial, involving understanding others' histories, traditions, and spiritual values, and developing the ability to manage conflicts peacefully.
• From Culture of War to Culture of Peace: Professor David Adams is cited, who advocates for a shift from a "culture of war" (characterized by enemies, hierarchy, secrecy, belief in force) to a "culture of peace" (defined by tolerance, democracy, transparency, non-violence, dialogue, disarmament, equality, and social justice). Real tolerance is defined as "respect, acceptance, and appreciation." Listening and understanding are key to dispelling prejudice, and a democratic spirit and commitment to preserving the planet are essential. Education for peace is presented as the means to achieve this cultural shift.
• Education's Role: Education is seen as a process for improving life quality, enlightening and empowering individuals, and shaping thought patterns. It aims to foster mutual understanding, peaceful interchange, and harmony.
• Beyond Law and Restraint: While law and organizations like the UNO have limitations in preventing wars, restraint is presented as another solution. However, achieving restraint requires education on life clarity, values, coexistence, and the ultimate purpose of life.
• Fusion of Science and Religion: The author suggests a fusion of "God in Man" (science and human potential) and "Man in God" (religion and human duty) with a central doctrine of "Mankind shall neither kill itself nor get killed." Service to mankind is identified as a solution to war.
• Implementing Peace Education in Schools: The core of implementing peace education is teaching people to live together. Teachers are crucial agents of change, promoting understanding and tolerance and shifting from narrow nationalism to universalism, prejudice to pluralism, and autocracy to democracy.
• Focusing on Young Learners: The impressionable minds of young learners are the ideal target for peace education. The author emphasizes that this initiative needs to move beyond rhetoric and provide teachers with practical methodologies, course materials, and handbooks.
• Peace vs. Vindication of Rights: Peace education should not hinder the pursuit of a just cause. Peaceful behavior should foster courage, not fear.
• Integrated Philosophy: Sri Aurobindo's philosophy is referenced, advocating for an integrated approach that values human existence, inner development, and societal welfare, rather than total transcendence or sole immanence.
• Understanding War and Peace: Students should understand that wars are often engineered for the benefit of a privileged few, who use religion and nationalism to mask their actions. They should realize that perpetrators of war are untouched by its brutality, while war itself is needless. Ultimately, students must understand and believe that peaceful coexistence is the only way of existence, and peace is life, war is death.

The Epilogue further elaborates on the philosophy of education, critiquing past approaches. It argues against mere enculturation (fitting students into existing cultures) and against fostering extreme individuality that leads to selfishness and societal neglect. The ideal approach, as envisioned in the National Policy on Education 1986, is to integrate individual interests with national interests. Education should foster egalitarianism, reduce violence, challenge materialism, cultivate secularism, democracy, and nationalism, and nurture moral values. The goal is not just individual development but also societal progress, enabling individuals to face life's challenges with courage and integrity, and to serve the larger interest of society. This is termed "acculturation," which involves developing human and moral qualities alongside scientific temper, rather than simply replicating existing culture.