1

POST GRADUATE DIPLOMA IN

EDUCATION FOR PEACE

Part time one year Diploma Program offered

jointly by

K J Somaiya Comprehensive College of

Education, Training and Research

And

Global Foundation

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Message from the Founder

K. J. SOMAIYA COMPREHENSIVE

COLLEGE OF EDUCATION, TRAINING

AND RESEARCH (Adhyapak Mahavidyalaya)

VIDYAVIHAR, MUMBAI – 400 077

My Dear Young Students

Welcome to the Institutions of the Vidyavihar!

Your finest hour is here. The future belongs to you.

Let us all zealously work together and dedicate ourselves to build India of our dreams.

Remember, nothing was ever achieved without hard work. Be bold but be not bowled

over.

Let truth and duty be our watchwords. Never despair in the face of setbacks.

Keep courage and continue to work with fortitude.

Have faith in yourselves and in the Almighty.

Strive for your goals and the future is yours!

Padmabhushan

(Late) Pujya Shri Karamshi J. Somaiya (May 16, 1902 – May 9, 1999)

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From the Principal’s Desk..

"Happiness is when what you think, what you say, and

what you do are in harmony." - Mahatma Gandhi "I have come to realize that people are about as happy as they make up their minds to be." - Abraham Lincoln Peace is a stress-free state of security and calmness that comes when there is no fighting or war, everything coexisting in perfect harmony and freedom. (worldpeacenewsletter.com). Peace is not an absence of

war; it is a virtue, a state of mind, a disposition for benevolence, confidence, justice. But peace besides fairness, rightness, and impartiality, justice also implies order, a social contract. The social contract that defines a just peace must not only be just, therefore, but must also frame a relatively nonviolent system of relations. A just peace is a just, global social contract structuring a system of minimal social violence. One of the four pillars of Education, “learning to live together” is a challenge in a society with diversity. As Martin Luther King, Jr. aptly commented, “It is not possible to be in favour of justice for some people and not be in favour of justice for all people." The whole world is striving to achieve equity; but equally threatening is the stress we all experience in this competitive world... our efforts to make it to the top is rife with anger, jealousy, frustration, disappointment, depression and so on. Psychosomatic disorders are becoming rampant. Our ego does not allow us to live in peace.

We all work hard to achieve a comfortable, enjoyable living; but the happiness itself becomes a rare commodity! Simplicity, empathy, patience, compassion, critical thinking and positive thinking are the need of the hour. A wise person creates a harmony between the head, the heart, and the body.

Looking at the scenario, the institution, in collaboration with Global Foundation started a PG Diploma in Education for Peace (PGDEFP). This diploma is offered jointly by both of us. The faculty was excited to frame the curriculum for the same. I wish the program becomes popular among the young and the old alike.

Dr. Vasundhara Padmanabhan

Principal

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CONTENTS

Sr.No Content Page No

1 About Somaiya Vidyavihar 5

2. Vision and Mission 7

3. Salient features 8

4. Infrastructure 9

5. About PGDEFP Program 10

6. Core Papers

i. Philosophical and Sociological Perspectives to Education For Peace 13

ii. Psychological Perspectives of Education For Peace 17

iii. Strategies for integrating Peace in the curriculum 21

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About Somaiya Vidyavihar

Padmabhushan (Late) Shri Karamshi Jethabhai Somaiya, an entrepreneur, philanthropist

and visionary, established Somaiya Trust in the year 1959. A self made man, wealthy, yet

very simple, humble and compassionate dedicated his life to the service of the mankind. He

was committed to the ideal “What you receive from society, give it back multifold” He

had a vision and the grit to achieve his dreams with a single-minded purpose. He strongly

believed that modern education has to have its roots in strong values. Recognizing the need

for imparting value-based education to today’s youth, he founded Somaiya Vidyavihar.

The Somaiya Vidyavihar is a conglomerate of 35 different institutions with strength of

27,000 students and 1600 faculty members. These institutions offer diplomas, undergraduate,

post–graduate and doctoral programs on various disciplines – Humanities, Science,

Engineering, Technology, Management and Medicine.

About us….

K. J. Somaiya Comprehensive College of Education, Training and Research, established

on 29th August 1990 as a Gujarati Linguistic Minority Institution, is one of the 35 institutions

in Somaiya Vidyavihar. It offers undergraduate (B.Ed), postgraduate (M.Ed., PGDME) and

doctoral (PhD) programs in Education. Placed in a premier location on a sprawling 60 acre

campus abuzz with the activities of 27,000 students and 1600 faculty members, the institution

has been through two cycles of NAAC accreditation and is permanently affiliated to the

University of Mumbai. It is also privileged to be recognized by UGC under 12B.

As a college of Education and Research, the various programs create synergy and a fertile

place for creativity and innovation. The faculty members are growing professionally,

pursuing higher academic programs and research, present papers in national and international

conference and publish papers. We believe in going beyond the prescribed curriculum to

provide rich and meaningful academic and research exposure to our students. We believe that

our research endeavors not only help us to discover new landscapes of knowledge but also

help us to take informed decisions.

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The college is also a program study center of IGNOU (1688P) for M Ed and MA Ed distance

education programs and houses IGNOU study centre 1601 offering more than 56 distance

education programs including MA in Psychology, DECE Programs.

Each year, our institution organizes two prestigious events- a two day National Seminar

under Senior Scholars’ Seminar Series, popularly known as SSSS, focusing on latest

pedagogical issues and an intercollegiate competition Pratyush focusing on the rich cultural

legacy of our country, Incredible India.

We are proud to announce that we bagged major research grants of UGC and ICSSR

amounting to 25 lacs. We are looking forward to having talented and brilliant young people

from India and abroad to join us and share our vision of creating globally competent teachers

who are humane, collaborative and multicultural in their outlook.

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Vision K J Somaiya Comprehensive College of Education

and Research aspires to be an internationally

recognized premier institution that offers to the

society globally competent teachers who are

humane, collaborative and multicultural in their

outlook

Mission K. J. Somaiya Comprehensive College of Education, Training and Research

will undertake

to develop an understanding of academic content at a higher level by

weaving 21st century interdisciplinary themes into core subjects;

to develop learning and innovation skills among students and

teachers;

to equip teachers and students with research driven instructional

practices;

to foster life skills and work place skills among students and

teachers;

to empower teachers and students with knowledge, skills and

attitude required to create inclusive and multicultural learning

environments;

to instill among the students and teachers the civic virtues and the

spirit of giving back to the society multifold.

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Salient Features of K. J. Somaiya Comprehensive College

of Education, Training and Research Emphasis on the all round development of the students’ personality,

Focus on the process rather than the product,

Inculcation of desirable attitudes and values,

Development of sensitivity and commitment towards society through research

endeavors,

Highly qualified and experienced teaching faculty,

Utilization of modern educational technology,

Advanced training in computer applications to education

Right balance between curricular and co-curricular activities,

Exposure to experts from various backgrounds through guest lectures, national and

international conferences, seminars and researchers’ forum

Active Alumni Association

Beyond Academics……..

Yoga/Jeevan Vigyan as a stress reliever;

Research Paper Reading Sessions for exposing the students and the faculty to the

researches done by reputed national level institutions;

Senior Scholars’ Seminar Series – Annual seminars to give exposure to the students

and faculty to the academic expertise of the reputed educationists;

Pratyush – The annual intercollegiate competition provides a platform to showcase

the talents of teachers and prospective teachers in institutions of Mumbai;

Share and Care Programs in which the students learn from their peers about using the

computers to prepare word documents, power point presentations, Excel sheets,

graphs, to use the MS-Excel for statistical analysis;

System guidelines evolved to facilitate smooth functioning of the course activities;

Guidance in using online journals, EBSCO and N List for accessing foreign research

journals;

E- hand outs, web resources provided to students in order to enable them to access

them anywhere, anytime;

Online guidance given to B Ed, M Ed., and Ph D students for research work;

Use of Google Classroom for asynchronous learning;

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Students mentored to present papers in the seminars conducted by the college and

even outside college;

Literary and cultural activities and competitions organized through which positive

attitudes and national and global values are developed;

Presentation skills developed in the students through the power point presentations by

the students during the morning assembly;

Community work of more than 20 hours per student to sensitize them to their social

responsibilities;

Exposure to constructivist and cooperative learning strategies like shadow teaching,

flipped classroom, blended learning, and such other ICT enhanced active learning

strategies,

Professionalized placement services to B Ed students in reputed international schools,

ICSE, CBSE and State Board schools,

Educational visits for enlarging the knowledge horizon, picnics for informal

interaction and for creating emotional bonding

Infrastructure

Well Equipped Class Rooms

All the class rooms are spacious and have comfortable seating arrangements. The Lecture

Hall is equipped with public address system, LCD and smart board which facilitate the use of

technology in curriculum transaction. Each classroom is installed with LCD projector.

Library

Ours is well stocked library with 10093 books completely bar coded along with 12 journals, 3

magazines, 150 CDs also comprises of Encyclopedia Britannica & National Geographic

Journals. The library is equipped with textbooks of all school boards. There are almost 13200

books with many more books being regularly added to the rich stock.

Computer Laboratory

The college is having full-fledged computer laboratory with 20 computers on LAN and 24

hours Internet connection. The institution is equipped with Scanner, CD Writer and other

equipments wherein the students and teacher educators fully avail the facilities. Open access

is provided to students for internet and computers. Computer lab is equipped with latest web

tools and Orell Language Laboratory.

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Hostel Facilities

The institution offers hostel facilities to the students in the hostel located in the campus that is

meant for all students of Somaiya Group of institutions. The third floor of the hostel has a

separate exit and is exclusively for women.

Canteen Facilities

There are three canteens in the college campus that cater to the needs of the students.

Psychology Laboratory

Psychology Laboratory has many standardized tests of intelligence, emotional intelligence

aptitude, creativity, anxiety, stress, etc. and also personality inventories, in addition to the

equipments required for conducting psychological experiments.

Sports

The campus has an athletic track of international standards which is available for the use of

our students as well. Indoor games like chess and carom are also available to students.

ABOUT PGDEFP PROGRAM

Benefits of the Program

Administrators/CEOs- They deal with diverse people on a day-to-day basis. The

course will equip them to deal with diverse situations and people;

In-Service teachers -equips them to deal with all aspects present- day challenges of

educators-develops counseling skills;

Counselors- adds to their competence in terms of creating a healthier school

atmosphere

HR Managers- they need to handle challenging situations of employees and families.

The course will equip them for a more humane approach

Parents/guardians - better parenting and also equips them to positively participate in

their transactions with their ward's school

NGOs- volunteers 'specially working with youth and children

Fresh graduates-personality enrichment, exposure to real life situations in work place;

helps to live in harmony with oneself and with others.

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Title of the Course: Post Graduate Diploma in Education for Peace

Eligibility: Candidate seeking admission to the Post-Graduate Diploma in

Education for Peace should be a Graduate in any Faculty of this

University or another University recognized as equivalent thereto.

Duration of the

Course:

One – year (Part – Time)

Intake Capacity: 50 Students

Teacher Qualifications: Recognized Post-graduate teacher of this University

Scheme of Examination: The course is of 600 marks – 100 marks each for the three papers

and 300 marks for the practicum. The practicum will be examined through

internal assessment.

Theory

Course 1: Philosophical and Sociological Perspectives 100 marks

of Education for Peace

Course 2: Psychological Perspectives of Education for Peace 100 marks

Course 3: Strategies for Integrating Peace in the Curriculum 100 marks

Practicum / Project Work 300 Marks

(2 Assignments in each paper: 50 marks; Total 150 marks.

Project trying out a strategy for Integrating Peace in the Curriculum, recording the process,

observations and reflections: 150 marks)

No. of Lectures: One instructional session in each paper every Saturday: 4 hours

75% attendance is compulsory.

Examinations: Theory examination will be in the last week of May.

To pass the examination, one should get 50% in theory and 50% in Practicum.

Those who are not able to complete the course requirements will have to get

re- admitted the next year.

Those who complete the course requirements but are not able to appear for theory

examinations may give the examination the subsequent year along

with the next batch students.

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Standard of Passing

To pass the examination, a candidate must obtain 40% of marks in each theory papers and the

practicum. Those of the successful candidates who obtain 60% or more of the total marks at

one and the same examination will be placed in the first class and those who obtain 50% or

more of the total marks but less than 60% of the total marks at on and the same examination

shall be declared to have passed in the second class. All others getting 40% or more of the

total marks will be placed in the pass class.

In case if the candidate who appears in the examination by papers and fails or does not appear

in the papers, marks obtained in the practicum shall be carried over only to the first

subsequent examination at his option. Candidates exercising this option will not be eligible

for first or second class.

If the candidate passes in the theory papers but fails in the practicum, his marks in the theory

papers shall be carried over only to the first subsequent examination at his option. Candidates

exercising this option will not be eligible for first or second class.

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COURSE 1

PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES OF EDUCATION FOR

PEACE

Learning Outcomes

At the conclusion of this course, participants will be able to

1. explain the concept of peace from multicultural, global, and ecological perspectives;

2. examine events, ideas, issues, and situations that occur within their own nation,

communities, school, and classrooms that involve conflict, violence and peace;

3. apply the knowledge and skills they have mastered to facilitate a culture of peace in of

classrooms;

4. analyze the intricacies of cross-cultural communication and understanding to identify the

need for culturally responsive teaching;

5 analyze the role of values in conflicts and in peace;

6. identify textual, community, video, and electronic resources for the classroom on conflict

resolution and peace-building;

7. prepare an action plan for building a culture of peace within their own classrooms;

8. review global opportunities for a future learning project that will engage their students

actively in ecological and social improvement in local community

Module one: Broader Perspectives to Peace

Unit one: Understanding Peace

1. Concept of peace & violence

2. Individual, social and cultural perspectives to peace

3. Religious perspectives to Peace

Unit 2: Issues and challenges in creating peaceful co-existence

1. Disputes and conflicts: Moral dilemmas, Identity crisis, discrimination & oppression

2. Environmental crisis: lack of access and equity to resources, resource exploitation

3. Technological Crisis: Cyber Bullying, Cyber Insecurity, Cyber Terrorism & Cyber

Warfare.

Module two: Education for Peace: Concept & Initiatives

Unit 3: Education for Peace

1. Concept & Need for Education for Peace

2. Aims & Objectives of Education for Peace

3. Teacher as a facilitator of Peace

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Unit 4: Peace Catalysts: Major Initiatives in Promoting Education for Peace

1. Major Landmarks in development of Education for Peace (NCF 2005) *

2. Pioneers in Education for Peace (Paulo Friere, Rabindranath Tagore, Maria Montessori,

John Dewey)

3. Agencies & NGOs working in education for Peace (UN, UNESCO, UNICEF, WTO)

Module 3: Divergent paths to Education for Peace

Unit 5: Holding a vision for a more peaceful future

1. Global Citizenship and Education for Peace

2. Human Rights, Gender Equity and Education for Peace

3. Critical Peace Education

Unit 6: Voices for Peace

1. Social reformers voices: Mahatma Phule, Dr Babasaheb Ambedkar & Mahatma Gandhi

2. Voices of trend setters: Jalpurush Rajendra Singh, Baba Amte, Kailash Satyarthi

3. Global ambassadors of Peace: Dalai Lama, Nelson Mandela, Shirin Ebadi (Human Rights

activist from Iran) & Malala Yousuf (Pakistani Activist for Female Education)

Suggested Activities- any two 25 marks each

Preparing a short movie on any peace activist;

Preparing a report based on an interview of a member of any marginalized section

facing identity crisis;

Visiting any NGO working for peace education and preparing a brief reflection report;

Critically reviewing any movie based on the issues causing unrest in the society;

Reviewing any article on peace issue written by any social reformer or peace activist

in the world.

References

Allen, D. (2006). The Philosophy of Mahatma Gandhi for the Twenty-First Century.

Lanham, MD: Lexington books

Bassey, Oyom. C. & Oshita, O. O.(2007). Conflict Resolution, Identity Crisis, and

Development in Africa .Institute for Peace and Conflict Resolution (Nigeria),Malthouse

Press.

Bey, T. M. & Turner, G. (1996). Making Schools a Place of Peace. Thousand Oaks,

CA: Corwin Press.

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Boulding, E. (2000) Cultures of Peace: The Hidden Side of History. Syracuse, NY:

Syracuse University Press.

Fountain, S. (1999) Peace Education in UNICEF July 1999 United Nations Children's

Fund Programme Publications.

Gopin, M. (2000) Between Eden and Armageddon: The Future of World Religions,

Violence, and Peacemaking. New York: Oxford University Press,

Harris, I. M. and Morrison, M. L. (2003). Peace education. New York: McFarland &

Company Inc.

Johnson, D. W. & Johnson, R. T. (1991). Teaching students to be peacemakers. Edina,

MN: Interaction Book Company

Kumar R.(2013) Non-violence and Peace Education, Volume I, Mrs. Megha

Arora , Shridhar University

Kumar R.(2013) Non-violence and Peace Education, Volume II, Mrs. Megha

Arora , Shridhar University

Mishra, L. (2009) Peace Education Framework for Teachers. New Delhi: A.P.H

Publishing Corporation.

Montessori, M. (1972). Education and peace. Chicago: Henry Regnery

Musser, D. W., and Sutherland D.D. (2005) War or Words? Interreligious Dialogue as

an Instrument of Peace. Cleveland, OH: Pilgrim Press

Pandey, S.(2004).Peace Education. New Delhi: NCERT.

Price, M. & Thomson, M. (2003). Forging Peace, Bloomington in 47404 -3797: Indian

University Press 60/ North Morton street.

Reardon, B. (1988) Comprehensive Peace Education: Educating for global

responsibility, Teachers College Press, New York, p.16.

Reardon, B. (1993). Women and peace: Feminist visions of global education. Albany.

Timpson, W. (2002). Teaching and Learning Peace. Madison, WI: Atwood Publishing

NY: State University of New York Press.

Web Resources

http://www.ohchr.org/EN/UDHR/Pages/Resources.aspx

http://en.unesco.org/themes/education-21st-century

http://learningforpeace.unicef.org/

https://www.amnesty.org/en/latest/education/

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http://www.ipb.org/web/index.php (International Peace Bureau)

http://www.haguepeace.org/

http://epathshala.nic.in/wp-content/doc/NCF/Pdf/education_for_peace.pdf

http://www.insightonconflict.org/themes/peace-education/

http://www.berghof-foundation.org/

http://www.thehagueinstituteforglobaljustice.org/latest-insights/latest-

insights/commentary/education-and-peace-in-drc-integrating-peacebuilding-and-

local-culture/

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COURSE 2

PSYCHOLOGICAL PERSPECTIVES OF EDUCATION FOR PEACE

Objectives

At the conclusion of this course, participants will be able to

1. Explore concepts of peace from a psychological perspective.

2. Enumerate the psychological principles underlying Peace

3. Analyze the role of UN charter in peace keeping, peacemaking and peace building.

4. Critically analyze the role of different strategies as a process of peace building

5. Explore inner self and reflect on Individual’s perceptions, attitudes, beliefs towards one self

and their influence on behavior

6. Critically analyze the role of different theoretical frameworks to understand self for

developing peace.

7. Determine knowledge, skills and attitudes for peace building that will enrich the development

of education tools.

8. Explain the significance of Nurturing emotional, social, cultural and spiritual intelligence for

cultivating a culture of peace.

9. Acquaint with the ecology of classroom issues as a threat to peace.

10. Establish awareness about inclusive practices like multiple intelligence and learning styles as

precursor to address diversity in classroom.

11. Create awareness about strategies for sustainable peace initiatives.

Module 1: Peace and Peace Building for 21st Century

Unit 1: Introduction

a) Meaning of peace

b) Psychological principles underlying Peace

c) Negative and Positive Peace: A Multilevel Analysis

Unit2: Peace psychology for the 21st century

a) Peacekeeping, peacemaking, peacebuilding (As a means to achieve to goals of UN Charter)

b) Reconciliation, Types of conflict(inter-intra) ,Conflict management process,

c) Conflict resolution, Conflict prevention, and Conflict transformation (Processes of peace

building)

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Module 2: Exploring Self for Cultivating a Culture of Peace

Unit 3: Self and Peace

a) Exploring self through perceptions and attitudes.

b) Beliefs and their influence on behavior.

c) Theoretical framework to understand self: Sigmund Freud, Eric Erikson, Carl Rogers.

Unit 4: Towards Cultivating a Culture of Peace

a) Knowledge, skills and attitudes for building peace (UN framework)

b) Nurturing emotional and social intelligence,

c) Promoting cultural and spiritual intelligence

Module 3: Strategies for Sustainable Peace

Unit 5: Promoting Peaceful Classrooms

a) Education for peace through development of life skills

b) Multiple Intelligences approach to integrate elements of peace in curriculum

c) Addressing different learning styles to transact elements of peace

Unit 6: Towards Sustainable Peace

a) Defense mechanisms as peace precursors

b) Catharsis and counseling as Peace Translators

c) Research studies in psychology of Peace

Practicum

a) Prepare a life skill intervention program for a selected class for developing peace.

b) Write the review of a film related to any one of the above mentioned topics and submit a

report.

c) Prepare a report of three research studies, related to psychology of peace.

d) Check your own Learning Style or Multiple Intelligences by responding to a suitable online

tool. Compare your status with the rest of your group and write a report on how you can

optimally use your learning style or multiple intelligences to learn.

e) Know your personality and that of your group and discuss your Conflict Resolution Styles.

References

AVP Education Committee.Alternatives to Violence Project Manual [Second Level

Course]. New York: Alternatives to Violence Project.

Balasooriya, A.S. (1994a). Teaching Peace to Children.Maharagama, Sri Lanka:

National Institute of Education.

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Balasooriya, A.S. (1994b). Management of Conflict in Schools. Maharagama, Sri

Lanka: National Institute of Education.

Carol S. Dweck (2000) Self-theories: Their Role in Motivation, Personality, and

Development ( Essays in Social psychology y) Psychology Press

Erlbaum,L.(2001) Peace and Conflict: Journal of peace psychology, 7(2), 173–185

Inc. By Anne Anderson and Daniel J. Christie

Fran Schmidt and Alice Friedman. 1988. Peacemaking Skills for Little Kids .Miami ,

Florida USA : Peace Education Foundation.

Fountain, S. (1999). Education for Peace in UNICEF. New York: Working Paper

Education Section, Programme Division, UNICEF.

Government of India (1993).Learning without Burden. New Delhi: Ministry of

Human Resources Development (MHRD), Department of Education, Government of

India.

Gultang, J. (1996). Peace by Peaceful Means: Peace and Conflict , Development and

Civilisation , PRIO: International Peace Research Institute of Oslo and Sage

Publications.

Kreidler, W.I. (1991). Creative Conflict Resolution: More than 200 Activities for

Keeping Peace in the Classro. Foreman, Scott, Glenview

Maya S., Significance of Peace Education and Development of Curriculum for Peace

Education

National Council of Educational Research and Training (NCERT) (2000).National

Curriculum Framework for School Education. New Delhi: NCERT.

Okamoto, M. (1984). “Peace Research and Education for Peace: What is Education

for Peace in the New Light of Peace Research?” Gandhi Marg, 6 (July-August): 220.

The Role of Education in Peace building: Literature Review by UNICEF

Paquette K., Pathways to Peace: Lessons to Inspire Peace in the Early Childhood

Classroom by Kimberly Paquette

Satish Chandra M. S. Conflict Management New Delhi: Rajat Publications: 1999

SchmeckRonald.R( 1988): Learning Strategies and Learning Styles (Perspectives on

Individual Differences), Springer Publication

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UNICEF (1996). Education from Conflict Resolution Project: Final Progress Report

to the U.K. Committee for UNICEF. Colombo, Sri Lanka: UNICEF.

Weiten W & Lloyd M. A. (2007): Psychology Applied to Modern Life – Adjustment

in the 21st Century , Eighth Edition, Akash Press Delhi, Indian Reprint

http://www.unicef.org/education/files/EEPCT_Peacebuilding_LiteratureReview.pdf

http://www.mttc.ac.in/research/peace-edu.pdf

http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1043/Education_for_Life_Skills.p

df

http://web.pdx.edu/~abyron/peace_ed/Wk4/culture7.pdf

https://www.apa.org/international/united-nations/sustainable-peace-cultures.pdf

http://www.eolss.net/sample-chapters/c04/e1-39a-06.pdf

http://web.pdx.edu/~abyron/peace_ed/Wk4/culture7.pdf

https://www.apa.org/international/united-nations/sustainable-peace-cultures.pdf

http://www.eolss.net/sample-chapters/c04/e1-39a-06.pdf

http://www.edutopia.org/multiple-intelligences-learning-styles-quiz

www.tonyhoffmanucsc.net/sipp.../PeacePsychologyPcflWorld.pdf

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COURSE 3

STRATEGIES FOR INTEGRATING PEACE IN THE CURRICULUM

At the end of the course, the participants will be able to

Critically reflect the relationship between diversity and peace.

Analyze the different school subjects and establish its linkages with education for

peace.

Develop a range of co-curricular activities to foster a culture of peace.

Critically analyse the threats to peace and develop different strategies to minimize

them.

Elucidate the role of teacher/facilitator as a catalyst for establishing peace within and

outside.

Explain the role and significance of life skills in developing an attitude towards peace.

Critically reflect the role of media and technology as agents/threats to peace.

Describe the impact of education for peace at a global level.

Interpret the effect of global trends of peace on education and curriculum.

Critically assess the effects of global crisis on sustainable development.

Module 1: Peace in Classrooms

Unit 1: Curriculum and Peace

a. Celebrating Diversity (ethnicity, gender, language, religion, region, socioeconomic

status, culture and disability) through Peace Education

b. Exploring curriculum of various schools subjects for linkages to peace education

c. Role of co-curricular approaches (Creative arts, drama, theatre, sports, yoga, music,

field visits)

Unit 2: Overcoming Conflicts in Classrooms

a. Strategies to cope with potential threats to peace (Peer pressure, bullying, group

dynamics, trauma, sexual exploitation, socioeconomic divide, mental health,

emotional turmoil, maladjustments, juvenile delinquency, handling rejection and

isolation)

b. RISE - Role of Intellectual, Social and Emotional learning in promoting peace in

classrooms

c. Reflection as a strategy to develop a culture of peace (Schons).

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Module 2: Towards Building Peace

Unit 3: Life skills and Peace

a. Communication skills, restorative circles and dialogues, experiential learning, life

skills, value education, Jurisprudential Inquiry Model (JIM), Rational Emotive

Behavioural Therapy (REBT)

b. Inner peace -Yoga, mindfulness, meditation and wellness

c. Developing Leaders for Peace

Unit 4: Media, Technology and Peace Building

a. Digital media to promote/disrupt peace (print media, mass media, mobiles, movies,

etc )

b. Social media platforms as spaces for peace education

c. Effective strategies to optimally utilize media for fostering peace

Module 3 Community and Global Peace

Unit 5: Global Trends in Peace

a. Impact of global conflicts on children

b. Best strategies for establishing peace - local, national and global

c. Building sustainable peace by inculcating global citizenship values (political,

constitutional, economic, education)

Unit 6: Sustainability and Peace

a. Global challenges and Peace (poverty, water, non-renewable resources, land, human

trafficking, migration, nuclear hazards and population explosion)

b. Peace in and through Nature

c. Promoting values of empathy, respect, harmony, compassion, fraternity and love for

life.

Practicum

1. Making a short documentary/case study on any issue/event disrupting peace and

strategies to overcome them.

2. Developing Peace Education Modules in any school subject using curricular plug in

points.

3. Prepare a rubric to assess attitude towards peace.

4. Developing a dialogue and argumentation based lesson plan for dealing with classroom

diversity.

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5. Preparing reflective journals as part of the field log-book during

visits/projects/assignments.

6. Field visits to NGOs/Institutes engaged in peace education training.

7. Conduct a Mock UN/school parliament based on a local/national/global current conflict

issue.

References

Ali, S. H. (2007). Peace Parks: Conservation and Conflict Resolution. Cambridge,

MA:MIT Press.

Alred, G., Byram, M., & Fleming, M. (2003). Intercultural experience and Education.

Clevedon, United Kingdom: Multilingual Matters.

Biggs, D., (1995). In Our Own Backyard: A teaching guide for the rights of the child.

Toronto: UNICEF Canada.

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