TRAINING COURSE ON PEACE EDUCATION FOR TEACHERS

Dr. Daya Pant Mrs. Shraddha Dhiwal

Programme Coordinators

Department of Educational Psychology and Foundations of Education

National Council of Educational Research and Training Sri Aurobindo Marg, New Delhi-110016

2007

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CONTENTS

I Introduction 1 II Objectives 5 III Methodology 6 IV The participants 6 V Course content 7 VI Sessions Highlights on course content 11

Meaning and concept of peace and peace education 11 Peace and conflicts in contemporary society 14 Sources and types of conflicts and violence 16 Fostering culture of peace through education 20 Social justice 22 Inter cultural harmony 24 Gender equality 26 Philosophical insights 27 Human rights and responsibilties 29 Reflective self 30 Communication and listening skill 33 Conflict resolution, skills and strategies 34 Conflict management 36 Identity 38 Family role 41 Pedagogy for peace 45 Examination stress, bullying, violence and aggression 49 Assessment of the peace process 51 Interaction with alreadyTrained Teacher 52

Visits to institutions 52 Films 54 Maintaining a daily Reflective Journal 58 Activities/Display/Drama/Recitation 59 Peace Corner 60 Websites on Peace 65 Appendix

Assigments submitted by teachers List of participants List of resource persons

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Introduction

Need and importance of peace is understood by the increasing conflicts and violence in

the society. Conflict violence and war are the products of individual mindsets, which have got

condition to violent, and aggressive ways. The mindsets are shaped by education and effective

education should produce non-violent and peaceful individuals. The action for nurturing and

peace building must be located in the educational system. As the National Curriculum

Framework (NCF); 2005 by NCERT asserts that education must be able to promote values that

foster peace, humanness and tolerance in a democracy and the values of equality, justice,

freedom, secularism, and multicultural society. The aims of education enunciated in the NCF

include developing commitment concern for others well beings. However, it is not by do's and

don'ts that children can be oriented towards peace rather its through enabling children to make

choices and decisions about what is right and best for common good, and promoting their

ethical development that their capacity for value based decisions making could be developed.

The goals of education for peace include developing a meditative and reflective self,

equipped with knowledge, competencies and skills of conflict resolution; such individuals will

have self-awareness, values of tolerance, compassion and competence to deal with crisis in

creative manner. In order to develop these attitudes, skills and competencies among pupils, the

institutions of family and school have to be oriented to make conscious efforts to promote peace

related skills. Development of peace-skills and attitudes would entail inspiring the entire

atmosphere of school, personnel and staff to nurture such attitudes and competencies for peace.

Teachers being central to the entire gamut of all relationships at school, their orientation is most

crucial. This programme was organized to provide training to teachers to enable them develop

knowledge and understanding of the various issues and concerns having a bearing on education

for peace such as self development, identity & prejudice, conflict resolution, democracy, justice

and human rights, sustainable economic development, gender equality etc. The teachers need to

develop consciousness and insight, into their own role as peace educators, their attitudes and

values, and the skills necessary for implementing peace education through activities in schools

and classrooms.

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Objectives

The course aims at:

Sensitizing teachers about the concerns for peace and education for peace, Helping teachers understand their role as peace educators so as to model the requisite

behaviours, attitudes and values, Developing knowledge, attitudes, values and skills among teachers for conflict

resolution, Enabling teachers to recognize stress-causing aspects of present school system:

examination, corporal punishment, excessive competition, coaching etc. Enabling teachers to learn ways of integrating peace in the school curriculum and

teaching-learning activities in and out of classroom.

Methodology

The transaction of various curricular themes had been planned through experiential

expositions, discussions, demonstrations supported by audio-video inputs, study materials, and

handouts for inducing reflection among teachers. The teachers were actively involved in the

process of learning so as to practice peace related attitudes, values and behaviors, and were

encouraged to reflect on strategies for promoting the same at the school level. The faculty

drawn from within NCERT as well as experts and practitioners from outside NCERT led the

expositions. A significant feature of this course was interaction of the present participants with

those from previous batches, who were specially invited to share their experiences of

undergoing the training and subsequent implementation of the education for peace programme

in their own schools. The teachers were very curious to know the experience of going back and

practicing some of the new attitudes and skills for peace and conflict resolution.

Each session was of about one and a half hour to two hours duration, although a few

sessions were of three to four hours also, covering both theoretical expositions and practical

activities. Towards the close of each day, time was devoted for consolidation, feedback, self-

assessment and making entries in a reflective journal maintained by each teacher. Open–

sessions and visits to institutions and schools were an integral part of the course. Visits were

organized for the teacher to the institutions having relevance for peace. The teachers worked on

a number of assignments related to the topics dealt during the course. The teachers planned a

display of slogans; poems, play and a puppet show as a part of assignment (creative) to exhibit

concepts and insights learned during the course. In order to encourage reading on peace related

topics and to trigger teachers interest in this area a corner on peace education was created in the

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library.Teachers borrowed books or reading and each one prepared a book review also.

Deliberations on individuals own commitment to carrying on the training and assessment

strategies for intervention by the teachers also formed part of the concluding session.

The participants

The programme was advertised through newspapers, website of NCERT and through

letters sent to the Directors’ of SCERTs and Secretaries of Education in States. There were

about 400 direct applications received in the department, which included deputations.

A team of faculty members examined the available information about the candidates

elicited through applications, which included total experience of teaching, subjects taught by

them, and grades assigned (A-E) to their response to the essay on "what motivates me to join

the course". On the basis of the information, the candidates were identified and rank ordered

within each state. Due consideration was given to filling up the statutory seats for SC/ST and

handicapped. In addition to other things, consideration was given to the women candidates and

northeast candidates. The identified candidate’s names were sent to the concerned Secretary

(education) with a request to depute or grant leave to them. In this manner 33 candidates were

selected and admission letters were sent to them. All of them were deputed. The principals of

the RIEs of NCERT were requested to depute Demonstration School teachers to the course. One

school teacher joined from each Demonstration Schools of Bhopal and Ajmer RIE. In all there

were 33 teachers who joined the course representing 16 states.

Course Content

Theme I : Concepts and Concerns

Topics

Generating questions on peace and peace education through (brainstorming), sharing perceptions in small groups, advancing understanding from different perspectives through collation.

Contemporary Society, quality of life and living in harmony with nature for peace. Fostering the culture of peace through education: goals of education vis-à-vis peace

education. Teachers as peace builders – Analyzing roles and responsibilities. Understanding sources and types of conflicts and violence in different contexts and

reflections on one’s experiences. Philosophical insights on peace (particularly Mahatma Gandhi, Tagore, Sri Aurobindo,

J. Krishnamurthy, etc.) (Reference work and assignment)

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Values underlying peace-personal, constitutional, ethical, universal. (Reading and discussion of position paper)

Development stages, ethical development with reference to peace related attitudes and values.

Frontiers of peace education; Human Rights and Peace; Peace and Justice, Gender equality; Intercultural understanding etc. (Question-answer sessions/films/discussion in the context of school practices).

Peace education initiatives at the national and international levels. (Visiting concerned websites web material/web journals)

Activities/Assignments

Reading portions of the Position Paper on Education for Peace followed by discussion. Brainstorming and question and answer sessions within small groups on conceptual

aspects. Outlining framework of peace values and their behavioral manifestation at different

stages-group work. Reflections on the original writings/practices/educational experiments and values of

great Indian thinkers and educationists on peace-Library work. Developing a folder on key concepts and glossary on peace education. Films on related to peace and self-empowerment. Ideas generation for making collages/slogans on topics like: gender equality, human

rights, child rights, nature, intercultural understanding relevant to school education. Visiting websites on Peace Education. Visiting a few institutions/ schools/places of significant for peace. Maintaining a daily reflective journal.

Theme II : Empowering Self for Peace

Topics

Exploring self: individuals' perceptions, attitudes, beliefs towards one self and its influence on behaviour.

Identity formation: Concept, characteristics and underlying processes Building inner resources- love, courage, optimism, affirmation righteousness, etc. Effective communication skills: listening (verbal, non-verbal), positive and two-way

communication, empathy. Understanding stereotypes, prejudices and biases in communication style. Living in harmony with others: basic assumptions, attitudes and skills. Stress and anger management

Activities/ Assignments

Experiential activities of self-reflection and analysis towards self-understanding. Role-plays, dramatization, exercises for listening skills and empathy-open ended

statements and passages to be discussed by participants. Simple exercises, silent sitting, yogasanas and meditation. Collection and sharing of anecdotes, analysis of media, home and school situations on

prejudices and biases.

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Theme III : Conflict Resolution

Topics

Processes and strategies of conflict resolution, discussion, debate, dialogues, persuasion, mediation, negotiation etc.

Development of conflict resolution skills. Creativity in handling conflicts and solving problems of day today life.

Activities/ Assignments

Demonstrations on cooperative vs. competitive ways of functioning, inter- dependence. Identifying from one's own background/experiences any constructive and destructive

conflict, describing and discussing how it was helpful to get justice and peace in society.

Developing activities/cases (hypothetical or real) by teachers for conflict resolution among students, using of drama/puppet show for conflict resolution.

Analyzing cases/situations/experiences for managing conflict/stress and alternative ways of handling situations.

Theme IV : Parenting for Peace

Topics

Family culture (mores, rituals, values, life style, family climate-communication style) and its influence on children's development at different stages.

Effective parenting skills and strategies- neglecting, rejecting, demanding, accepting and loving parenting.

Developing programmes for effective parenting.

Activities / Assignments

Anecdotes and teacher's own experiences, in or out of school on parenting for or against peace.

Preparation of case report: based on teachers' own experiences with family culture and parenting.

Role play/demonstration depicting different communication patterns in the family/community.

Developing a checklist for assessing effective parenting style. Designing talk/programme by the participants for parents of their school on PTA day. Audio-Video programme on parenting.

Theme V (a) : Schools as nurseries for peace

Topics

The whole school approach to peace education. School ethos, (philosophy, vision, policies, rules, interactions, relationships of

principals-teachers, teachers-teachers, teachers-staff, teachers-students). Teachers as role models of peace.

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Classroom management and practices (teacher's values, attitudes and behaviour, skills for pro-peace classroom).

Responding creatively to own school/classroom/learning problems-diffusing crisis relating to challenges, restrictions and problems in peaceful ways.

Discipline, freedom and peace. Curriculum possibilities for peace through various art forms-drama, theatre, music,

mime, debate etc. Involving children in the peace making process-peer mediation. Strategies for interface between home and school. Time Management & creative use of time. Media-literacy

Theme V (b) : Pedagogy for Peace

Topics

Pedagogical skills and strategies to promote peace in the classroom. Using Textbooks as repositories for peace. Teaching learning strategies for integration of peace in the curriculum-story telling,

puppetry, games, group singing, drama, discussion, questioning, brain storming value clarification techniques, etc.

Guidelines for integrating peace concerns through major curricular areas like; social sciences, languages, science & mathematics.

Examination stress and curriculum load as blocks-issues and alternatives.

Activities / Assignments

Exposure/Sharing of innovative school practices/initiatives/experiences to enhance peace.

Describing own school in terms of its culture and holding discussions, analyzing factors in the school, which detract from peace.

Developing a list of the qualities of a peace-making teacher. Analysis of portions of textbooks related to one's own subject area to identify hidden

pro-violence or pro-peace messages. Planning a lesson while infusing peace components in teaching a subject. Profiling your school for peace making. Panel discussion by the participants on media-violence.

Theme VI : Assessment of Peace Process

Topics

Parameters and techniques for evaluating change process in school ethos and practices. Strategies for evaluating attitudinal changes at different levels-students, teachers, principal

and staff.

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Activities/ Assignments

Preparing a check-list/opinionaire/observation schedule by teachers for observation of the peace related behaviour of students and teachers.

Preparing a questionnaire on perceptions of teachers, principals and students on school climate, practices and facilities (to be used before and after carrying out peace related activities).

Maintaining a reflective journal, recording one's experiences and attitudinal changes following organization of peace related activities.

Evaluation of Peace Related Outcomes

The evaluation of the course was done through the following modes:

Self-assessment Group /Peer assessment Assignments Reports, focused discussions.

The course evaluation included teachers' feedback on course content and transactional aspects.

Session Highlights on Course Content

Session

The sessions on the Meaning and Concept of Peace and Peace Education were organized with

a view to broadening the notions of peace and peace education held by teachers and thinking of

peace as a dynamic and comprehensive concept. The issues and concerns underlying peace have

to be understood by teachers. The awareness of all the relevant issues may lead to effective

action. The issues underlying peace appear distant and consequently the responsibility of

someone else. Understanding one's own role and responsibility leads to generation of solutions,

which appear within reach. Therefore this session was aimed at creating awareness about what

peace is, what are the prerequisites of peaceful environments and how peace could be obtained.

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Transaction

Meaning of Peace and its linkages with non-violence, human dignity, respect for all,

equality, and justice prevailing within and across societies, and cultures, and nations were

highlighted. Peace presupposes harmony at all levels within individuals, their families and inter-

relationships, working environments and neighbourhood. But harmony is disturbed by violence,

which is on the rise. The roots of violence are very deep and extensive. Physical violence is not

the only form of violence, it stems from the fear and insecurity resulting from psychological and

structural violence, woven into the social, political and economic fabric of the society. Peace

within individuals is contingent upon addressing different forms of violence, in the society

outside.

Peace is a dynamic concept because it is related to human beings who have recurrent

needs, which are contextual, full of variety and urgency. Needs may vary across time and across

economic, caste, religious and cultural groups. Lack of understanding and appreciation of the

needs of groups other than one's own causes mistrust, insecurity and fear. Democracy, freedom

and equality for all are not enough; social justice and inequalities have to be understood and

attended to. Human rights of all groups irrespective of caste or class need to be respected, not

only rights even the responsibilities need to be identified. Conflicts over needs are not a one-

time phenomenon; they come and go as needs occur. Some conflicts do not go away and have to

be addressed. Mechanism for resolving conflicts has to be evolved for peace building.

Inner peace or intra personal peace is reflected in the behaviour viz. physical, social-

emotional, health, productivity, and relationships. The outside changes in the productivity,

healthy relationships, however, begin from individuals who are pro-peace and believe in

resolving/transforming conflicts. Thought provoking questions like, "What are the

characteristics of individuals who could work for upholding peace in the society at different

levels?" were posed to the participants. They were encouraged to share their views and express

their doubts about what can one do in the face of frequent instances of injustice and suffering

which are beyond one’s control and cause inner disturbances.

The issues were discussed with them in the context of need for increasing one's own inner

resources, identifying sources of conflict, stress, and fear, which disturb peace. The meaning of

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peace was extended to include health, yoga, meditation and fitness. Communication skills,

stress management, family relationships, democratic and constitutional values, ethics, justice,

equality and equity were highlighted and stress was laid upon the need for increasing one’s own

inner resources. Some of the teachers were skeptical about how the social conditions could be

influenced by individual efforts. The discussion was focused on individual efforts and their

collective consequences. The reflections of the teachers revealed that the session conveyed

following insights to the participants.

o Peace begins with self. o Peace exists in relationships. o Changing the self has possibilities for peace o Conflicts need to be understood o Words have a tremendous capacity to influence others o Our efforts to promote peace howsoever small they may be spread all over

Some of the key phrases liked by participants were: Sensitivity to the situation, changing

one’s own self, readiness to sacrifice, and endless cooperation are the keys to peace in the

society.

Activity / Assignment

1. The first session on Ice Breaking began with an activity on sharing of perceptions about

meaning of peace and role of school and teachers in nurturing peace among students.

The teachers' ideas were triggered by responding to a questionnaire, which elicited

information from teachers about their understanding and awareness of peace and peace

education, the way they can promote peace, their role in peace building, their own

experiences, if any of peace making, skills they require for peace building, and subjects

they feel are more amenable to promoting peace.

The responses of the teachers revealed that their understanding about peace was quite

diverse. One group of teachers referred to peace in terms of qualities of self - stress free,

happy and blissful life without violence, some others emphasized it as mental state, still

others felt it includes physical and mental aspect; yet others thought of peace as

emotional harmony. Few teachers described peace in terms of presence of harmony in

the society, family and nature by respecting cultural diversities, human rights, civil

responsibilities, constitutional values of democracy, equality, justice, secularism etc.

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The responses of the teachers centered on bringing about improvement in school

environment, nurturing harmony among different caste and cultural groups, disciplinary

practices changes in the teaching learning processes, by organizing special programmes

which nurture their pro peace attitudes and personality characteristics. All teachers

expressed the importance of teacher in creating environment, which would nurture

peace. The teachers' responses though missed out on the ways in which they can create

such environment, a few teachers did mention the role of teachers' personality, inner

peace and inter-personal effectiveness as factors affecting peace in classrooms. Teachers

felt languages are best subject to promote peace.

What skills teachers need for peace building, response to this question was, quite varied.

Some teachers mentioned skills of core, and care and positivity, mentioned interpersonal

skills, while some other listed a long list of skills like, problem solving, conflict

resolution, critical thinking positive attitude etc

2. Participants were asked for self assessment They were given a 10 point rating scale to

assess themselves as a peaceful person; the range of their rating is form 3 to7. They

expressed the need for training in peace initiatives.

3. The teachers were encouraged to think about their queries doubts and fears about peace

process. The objective of this exercise was to remove ambivalence and facilitate realistic

planning and action. The teachers need to express their doubts, listened to, and discuss

their queries and fears so that they may interact with each other on real issues and actual

practice. Samples of questions generated by the teachers have been presented in the

appendix. These questions reflected the teacher's insecurities mostly about their work

situation, the children background, and organizational limitations relating to rigid

curriculum and attitudes, lack of staff, faculties etc. Later on these questions were

discussed during relevant sessions on self and conflict resolution/transformation and

parenting for peace.

Session

Session on Peace and Conflicts in Contemporary Society was taken to enable teachers

to understand the different types of conflicts in society, particularly in the school and

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enhancing their consciousness. The peace disturbing elements in the school viz.

prejudice, child abuse, bullying, examination, stress among students, cultural

intolerance, conflict among staff, parents and teachers have to be comprehended and

understood by teachers.

Transaction

The session involved interactions with participants about their own understanding of nature

of conflicts in the society. The extent and incidents of violence, which threaten peace in the

society, in local, personal, societal and global context were discussed. Conflicts are usually

perceived as estranged relationships between two individuals, groups, parties, cultures or

nations. The conflicts are kept alive by the view that the other (individual/group etc) is having

goals, interests, needs, values, which are not favorable to one. This perception causes fear and

stress among the conflicting parties, each wanting the other to be defeated, or wiped out. The

stress also prevents the conflicting partners from seeking alternative ways of handling the

conflict, which favors both. They fail to see that benefits from settling conflict are far less than

damages from engaging in it. The continuous fear and stress is expressed in violence towards

each other.

How conflicts are a part of living and rooted in daily needs and changing structures of the society

was made explicit. These small conflicts accumulate and become a source of continuous threat to

peace everywhere. Present society due to its increasing cultural diversity has more to worry about. The

participants raised key concerns about how to resolve conflicts in school among students, teachers and

staff, the sources of which lie beyond them. The problem was clarified through discussion, to make

participants reflect upon the attitudinal and behavioral reasons, underlying issues such as- excessive

competition; intolerance workload, infrastructure, which lead to conflict. These problems lead to not

only school conflict but also create personal problems for teachers. The problem of school principal

being biased is linked to some teachers taking more workloads while others are not involved or

blamed on other occasional factors. A series of small insignificant events happening to people, and

their links with the quality of their relationships were revealed during these discussions. Most of the

teachers repeated a phrase “when butterfly flutters its wings in one sub-continent it could cause waves

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in Antarctic ocean” underlying meaning of which was to convey links between small incidents

accumulating and causing big incidents.

Activity / Assignment

Pro-peace behaviour at different stages of development

The objective of this assignment was to help teachers reflect on the behaviour, which would

indicate pro-peace attitudes of the students. The children demonstrate peaceful behaviour, which must

be nurtured by encouragement and appreciation. At different stages of development different types of

behaviour is exhibited which indicates their caring or hostile attitudes. Teachers must be aware of

those behaviours so that they can spot when a child or a group of children are living/ exhibiting

unpeacefulness so that they may be identified and appropriate experiences may be provided. The

children may have some grudges, negative experiences in family, school, or peer group, which need to

be corrected. Two assignments submitted by teachers are enclosed. Pro-peace behaviours like,

childhood curtsies, taking responsibilities for belongingness, respecting others rights, helpfulness, time

management etc. have been identified in the first assignment. The second one has listed

responsibilities like, caring for parents, which is expecting too much from children

(Sample assignment submitted by teachers are attached in Appendix -A)

Session

Two Sessions on Sources and Types of Conflicts and Violence were taken to convey to the

participants the underlying causes of conflicts and mishaps in the society. The objective was to

enable participants to understand that all the conflicts in family, home, work or profession or

elsewhere is the result of a few sources. These sources may be obvious or hidden in the structure

of society. There is need to understand these sources and become aware, how these few sources

lead to series of small conflict, which cause stress and strife and may eventually turn, into bigger

and violent struggles. The participants were to realize that conflicts are not outside the society

but these are a part and parcel of our own system and cultures; without exploring and realizing

these sources and different categories of conflict, effective action cannot be initiated. The

participants were asked to discuss in small groups and enlist the conflicts faced by them.

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Transaction

The sources of conflicts are located in the societal structures, norms and values and

conflicting parties/individuals information, resources, relationships and interests or needs. These

sources cause conflicts and violence of varying degree and kinds such as denying opportunity of

progress and employment, by withholding information, controlling resources, by imposing own

values. Examples of the conflicts at local level - social, interest groups and resources related,

and inter-state and international conflicts were mentioned and discussed by participants. The

acting out of conflicts physically, emotionally, psychologically, socially or politically through

violence often works for one party, however both the victim and winner perpetuate the conflict.

The conflicts between Israel and Palestine at international level and the various conflicts

involving naxalites, Bodos at national level are examples of how it is not only the conflicting

parties but others also are affected. There is a need to settle conflict for win-win for both parties

to effectively resolve them and create institutions, which deal with conflicts and mediate.

Conflicts thrive on the perception of the warring parties that if one win's other will loose. This

perception may not be true. In fact it is due to lack of awareness of the totality of the factors

involved in such situations that people fail to see that if conflicts continues no one wins ever.

History is full of such examples.

The other session was focused on understanding types of conflicts. The conflicts are of

different types emerging from direct violence, structural violence, and cultural violence. The

examples of these conflicts were enumerated. Direct violence occurs when someone acts

physically, verbally or non-verbally to deny others their rights. Indirect violence is creating

conditions, which lead to restrictions on the rights, for example not replying to the requests,

stopping privileges, blocking resources etc. Structural violence or institutionalized violence is

represented by social norms, structures and values, which restrict or deny rights or needs of the

others. The cultural violence is war on a certain culture, which is defended by superiority of one

over the other in terms of caste, fairness, ability, progress (academic, economic) morality etc.

The different types of conflicts viz. direct violence, structural violence, which could be vertical,

or horizontal and cultural violence were also discussed with teachers. The impact of awareness,

on our own knowledge and attitudes towards conflicts and their sources also influences their

frequency and intensity. The session was highly interactive and educative to learn about peace.

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The speaker conveyed the pervasiveness of conflict in all walks of life, as essential and its

inevitable aspects ranging from friction between two family members, colleagues, to war among

nations. Essentially, the understanding of types of conflict and our awareness regarding their

impact on ourselves helps us to develop appropriate skills and motivation for resolution of

conflicts. All our social problems, indiscipline, aggressive behaviour, family discord, tension

among communities etc. are conflicts, which have not been understood and resolved for the

benefit of all concerned.

Activity / Assignment

Perceiving Conflict in alternative perspectives This assignment was given with a view to

understand the kinds of conflicts being faced by teachers and their insight on skills of conflict

resolution being developed during the course. The teachers were divided in groups and were

asked to discuss the various situations, causing conflict which might have occurred in their

school and narrate individually, in writing how they handled such situations.

o Most of the conflict resolution related activities by teachers, in the past, reveal

use of persuasion, talking out or leaving the issues unresolved for the time being.

In the first of the two sample assignments given in the appendix, the teacher has

shown exemplar courage and patience not to react aggressively towards truant

children or unjust principal. He maintains dignified silence and denies his role.

As a result of which children on their own admit their guilt and beg forgiveness

for themselves and the teacher. In the second assignment the conflict is resolved

by talking out with the suspected child, which may not be a good strategy. An

innocent child may also be suspected, wrongly. The alternative strategy could be

to obviate such conflicts through proactive discussion on - What happens when

someone does not get food- highlighting the caring and sharing of food with

others voluntarily and willingly.

o It highlights that the two teachers were probably predisposed to peace by their

attitudes and were willing to discuss the conflict itself was not a very severe one

however it could have escalated if not resolved by the two. There are conflicts,

which become more complicated due to external factors, which do not permit

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easy solution. In such cases dialoguing between conflicting parties themselves or

through mediator helps in management of conflicts.

Activity / Assignment

Identifying situations and experiences from one's own home and school as barriers to

peace and reflections there on the teachers were asked to identify barriers to peace from

homes and schools where they experienced prejudices or bias. Writing down all these

barriers is expected to cause deep reflection among teachers on their own prejudices too.

The teachers made remarks like: I realize now that I too am very impatient or I also do not

listen to others, even I am prejudiced against females etc. Each one of the teachers wrote

problems and situations involving family and school that led to conflict and the way these

could be resolved. All teachers submitted this assignment; two assignments are listed in the

appendix. These assignments reveal the barriers to peace in the family and school

experienced by teachers and their perspective on them. First teacher has expressed personal-

social aspects, financial situation and generation gap as barriers at home and barriers related

to work/school have been listed as workload, lack of resources and different value systems.

The other teacher has mentioned workload and its unequal distribution. These differences

are due to the differences in the region where teacher are located. Other teachers too

mentioned these barriers. However some local variations on school related problems

referred to the drugs, alcoholism, gender bias, and community related problems. Family

related issues mentioned by all teachers, were illiteracy and ignorance among parents,

communication gap, lack of time spent by working parents with children, grand parents

pampering etc.

(Two sample assignments submitted by teachers are attached in Appendix -A)

Session

The session on “Fostering Culture of Peace through Education” was taken with the objective of

helping teachers understand that goals of peace education and goals of education are not

different. The aim of education is to prepare children to live life as responsible and productive

citizens and members of society. The requisites of citizenship and membership of society are

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humaneness, tolerance, and patience, the capability to ensure one's own well-being and that of

others, critical thinking skills, capability to make rational value based decisions etc. The idea that

Peace Education is an additional intervention to attain these objectives of education was to be

realized through this session.

Transaction

The session involved reading and discussing relevant portions of NCF 2005, and

position paper on peace education. Teachers discussed educational aims, compared the

objectives of education with that of peace education and drew parallels. Education aims at

preparing children to grow into youth capable of living peacefully and constructively. Peaceful

living is possible when the citizens learn to respect aspirations of the society, represented and

articulated in constitutional values of democracy, equality, justice, freedom, human rights,

secularism and cultural diversity. Respect for these values results from their understanding in

proper perspective and relevance to effective day-to-day living. The school education has to

prepare children to understand these constitutional directions and their meanings and

implications, for life style and our own relationships with others from different economic and

cultural backgrounds. Deliberate and conscious action rather than acting out of habit or

tradition, flexibility, seeking alternatives for enhancing quality of life are some of the

personality characteristics expected of educated. Flexibility of intent and action spring out of the

comprehension of socio-economic, environment, and ability to make appropriate decisions.

Apparently this aim of education is not being fully attained.

Peace education is the intervention to attain goals of education by developing critical

thinking skills, which have a bearing on the moral and ethical development. The objectives of

education get neglected as the total focus of education has tilted towards rote learning,

apparently with a view to enhancing learning potential in highly competitive manner. The

attitudes, which accompany such a mental frame, act against peace and well being of the

individuals' in life. It is important that the skills, attitude and values acquired by students do not

alienate them from others, denying them capability for creative and collective enjoyment. Peace

education aims at nurturing skills, attitudes and values, which enable individuals to express

themselves adequately, make rational and conscious choice and resolve conflicts peacefully,

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and build a non-violent and just society. It seeks to develop healthy relationships which enable

them to pre-empt stress, frustration and violence. Individuals capable of avoiding stress and

tension, happy and creative, who could be creative and flexible and make choices not out of

urgency but habitual consciousness and deliberation.

Activity / Assignment

The teacher were asked to read the position paper on peace education and write the concept

which they like most . Most of them reported that they liked the concept of media and literacy,

which illustrate the impact of violence on Child mind, the concept of peace, which shows

various dimensions of peace. Some of them liked pedagogical skill and strategies for peace.

The teachers were given an assignment on making and displaying collages themes of gender

equality, human rights, child rights and other issues relevant to peace education.

Session The session on Social Justice was planned with the objective of enabling teachers to understand what

social justice means, the attitudes and prejudices accompanying injustice. The teachers were to

identify the opportunities in school, which they can capitalize on to enable children acquire healthy

attitudes towards needs and requirements of others. The session provided experiences to teachers to

explore ways in which justice is denied to vulnerable groups, particularly school children, girls,

culturally, educationally and physically different. The repercussions of social justice denied were also

discussed. The discussion enlightened teachers to comprehend the full connotations of social justice

and ways of institutionalizing it through school experiences.

Transaction

The session focused on understanding the meaning and components of social justice.

Social justice refers to reprisal and acknowledgement of the pain, hurt, and humiliation

associated with discrimination on the basis of ability, culture, gender, caste, poverty, war,

natural calamity etc. These differences confer social status, which is associated with different

privileges in our personal, home, school or professional life. These privileges available to some

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individuals like, gender, caste preference, linguistic superiority or other kinds of superiority

based on ability, pose obstacles to fulfillment of the basic needs of others. The economic,

political and socio-cultural system in the society gives facilities and advantages to some to forge

ahead of others, while other suffer due to lack of facilities. The achievement and success

obtained by advantaged section is often perceived prejudicially as the result of higher mental

capabilities possessed by them and those not having educational facilities are often looked down

upon and labeled lazy.

Social justice involves equity and just treatment by providing opportunities and equal

distribution of privileges to those lacking them. The basic needs of all section of societies need

to be respected. The perceived and real needs of the human beings were discussed and

participant’s attention was drawn to the dynamic nature of basic human needs that are varied

and ever changing. These needs have to be satisfied. If there is dissatisfaction, which may not

become apparent for fear or lack of expression, peace cannot be expected in the midst of

discontentment and frustration. Equity in distribution of profits and benefits i.e. to each

according to their minimum basic needs and work as per their capacities is the preamble

underlying social justice. It refers to the balance between self-orientation and other orientation.

The way hierarchies and privileges are created and maintained in the society for some and

denied to others must be known to teachers. They may ensure that children understand the

frustration of those degraded because of lower achievement, caste or language. Prejudices and

biases that maintain social hierarchies, differential treatment, denial of dignity, have to be

identified, understood and appropriate attitudes towards own identity need to be substituted.

At a wider level politically, economically and socially sound policies and practices must

emerge which take cognizance of the just consciousness. At School level the children must

become aware of these prejudices so as to develop sensitivity and empathy for less privileged

and differently abled. The teachers were expected to identify situations, which violate social

justice in the classroom and school and family and initiate action and discussion so that

children’s attitudes could be guided in right direction. For example instead of attention and

encouragement to only a certain group of pupils as teachers trusts them or their abilities. All

children should be encouraged.

The session was highly interactive and teachers mentioned issues facing them in their

schools. Teachers liked the session and it enabled them to recognize many situations even in

20

their personal, work and social life, which create social injustice as revealed in their self-

reflections.

Activity/Assignment

Teachers were divided in to 5 groups, each consisting of 6 teachers. For each group there were two

observers. The group members did some activity. The activity was to be conducted in complete

silence. They were given some puzzles consisting of cardboard pieces. They were to prepare a pattern

with the pieces. Some groups were having less cardboard pieces; others were having more than

required. Those having more pieces could give them to other groups. They were observed on the

attitude of sharing. Later both the players and observers shared their feelings. It was reported that some

are good at sharing whiles others behave selfishly and competitively. The competitive group of

teachers finished the work late while the groups cooperating with each other finished the work faster.

Session

The session on Inter Cultural Harmony was organized with a view to teachers realize the nature of

intercultural harmony. Understanding of why and how cultures vary from each other. The

comprehension of continuity and overlap across cultures and existing communalities among cultures,

religions, communities and regions is important. The vertical and horizontal mobility in society has

led to breaking down of boundaries defining rituals, practices, mores etc. of different cultural groups,

however, these aspects remain elusive to people. The awareness of the commonalities, the continuities

and differences from past cultural structure is likely to change the mind sets of the teachers resulting

in positive attitudes towards other cultures and sub cultures. The changed attitudes will lead to

acceptance of inter-cultural differences and intercultural harmony.

Transaction

The session consisted of experimental exercises highlighting similarities between

cultures in a certain region in terms of their language, dress, food habits, religion, caste, colors,

customs, etc. Just like the cultural groups, there are social, economic and political groups. There

are inequalities among economic and political group as well. Inequalities within and across

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cultural groups often lead to conflicts and violence. The majority groups are more visible in

terms of their language, customs, norms and values. While those in minority or away from

mainstream get isolated due to urbanization such as tribes, hilly or other remote cultures such as

northeast region etc. Isolation, neglect, mistrust, cultural diversity and inequality should be

acknowledged, the marginalized groups must be identified, their languages, religion, culture,

and ethnicity must be respected and appreciated. The cultural diversity and inequality must be

reconciled peacefully by promoting equality and inclusiveness to other cultures. Empowerment

of all sections particularly weaker, neglected and disrupted due to migration, war, natural

calamity is urgently needed for maintaining inter cultural harmony and survival of democracy

and peace.

These inequalities within society often lead to favorable perception and recognition of

the majority culture while minority groups live in isolation and domination resorting to conflicts

and violence whenever they can. It is important that intercultural understanding is promoted

among pupils, and attitudes favorable to cultural respect are developed. In order to cultivate

attitudes of respect and understanding toward multiple identities, the awareness about other

cultures their customs, norms, values must be promoted and shared values must be focused. The

focus on differences cannot promote harmony in society. It is only commonalities, which

promote inclusiveness. Teachers have to develop awareness of these overlaps, commonalities

and overcome their own prejudices towards multicultural identities. Additionally, they have to

equip themselves with the knowledge about cultural reality and transmit the same to pupils to

orient their attitudes, values and beliefs towards cultural harmony. These attitudes underlying

harmony could be nurtured by opening up to others, fostering mutual understanding and

confidence in the less known. At a wider level it involves highlighting the achievements,

distinctions and accomplishments of neglected sections, bringing them in the mainstream of

public awareness and celebrating their presence. The cultural diversity and inequality need to be

reconciled peacefully. Understanding, respect and appreciation towards differences is needed

for survival of democracy and peace. War and violence result when differences are highlighted

and overlap and connectivity is over looked.

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Activity / Assignment

Experiential exercises were carried out to make teachers aware of their attitudes towards other

cultural groups and also to understand the commonalities that actually form continuity rather than

discreet categories. The teachers wrote their names religious,, rituals, family practices, food, dress

etc and reflected on what they had written. The teachers realized they were closer to some, they

thought were distant and were actually different from some others they thought were similar to

themselves.

Session

The session on Gender Equality was taken with the objective of helping teachers understand the

issue of equity and equality especially in the context of gender. A wide variety of gender related

inequalities are nurtured at school level. The teachers including female teachers are unaware of

the structural, attitudinal naivety strengthening the gender biased attitudes and values. This

session was structured so as to present to the teachers the data, facts and practices that reveal the

inequalities and injustices prevailing in society.

Transaction

Genders are defined as social roles, which are naturally and normally assigned, to the

men and women; however, in spirit the equality is denied not only to women but among general

population too, equality is misleading. By various examples it was demonstrated that gender

roles reflect the overarching gamut of power relationships. Decision-making lies with those in

power and women are rendered powerless. They do not control resources; even over their own

self they have no control. The decision on giving birth to a child is also a prerogative of men.

Gender equality involves that the women may be empowered to question, take charge of

their own selves, and participate in decision making for which they need to be prepared. The

women need to be prepared to take a front seat, and not to feel guilty for raising questions and

demanding their rights. They should have decision-making power. In matters related to their

marriage, motherhood, financial, or any other personal issue. They need to be prepared to think

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critically, provided security, and freedom from traditions, which restrict their participation.

There is need for mutual understanding among men and women, instead of competition and

blaming each other; both men and women need to live in harmony. Data from researches,

surveys, and articles were shared with participants, who revealed 1/3rd population of women

suffer from nutritional deficiency, 300 women die every day during childbirth or pregnancy

related problems. Those in the work force are employed in subordinate jobs and very few make

it to executive positions. The teacher’s role in developing healthy attitudes among children

towards gender equality was highlighted.

Activity/Assignment (Sample assginment submitted by teacher is attached in Appendix -A)

Session

Two sessions on Philosophical Insights were organized: the basic objective of sessions was to

rediscover indigenous ways, profound and entrenched in ground realities and worldview articulated

by Indian philosophers/educators. There are many philosophers and educators who have advocated

peace and harmony as key ideas to be integrated with education, Mahatma Gandhiji, Sri Aurobindo,

Rabindra Nath Tagore, Vivekanand, Gijubhai Badheka,Dr. Zakir Hussein to mention a few. (The

sessions on Gandhiji and Sri Aurobindo were supplemented by exploring other philosophers through

literature.)

Transaction

Two sessions were organized to enable participants to know the indigenous philosophers

who have provided perspective on peace through education; particularly Gandhiji and Sri

Aurobindo’s perspectives were discussed. Session on Gandhiji elaborated his ideal of living

peace in this life, and not after life, through non-violence and truth. Industrialization and

modernization have created dichotomies in the society, leading to tension and conflicts for

24

everyone. These conflicts need to be resolved by developing right attitudes towards conflicts

and their resolution through dialogues and discussions and totally rejecting violent means.

Industrialization has also led to serious environmental problems, which have to be understood

by children as it concerns their future and sustainable development. Peaceful life on this planet,

clean and balanced environment resources require that people resort to simple life. It was also

pointed out that dialogue and discussion would not be so useful once wars and violence begins.

Philosophy of Satyagraha and non-violence should be taught to children, which will help them

to know the truth and work for it with determination when they take charge of their

responsibilities as adults. Peace could prevail only if environmental awareness is created among

all individuals. Creating awareness among pupil should form essential component of peace

education programme. Arms and weapons today claim much more financial resources than is

spent on welfare programmes.

The session on Sri Aurobindo and the Mother conveyed the life and work of Sri

Aurobindo with the help of a C.D. Meaning of Integrated Education, which aims at developing

all the physical, mental, vital, psychic and spiritual dimensions of the child's personality, was

conveyed. The teachers were told about psychic education and its importance. They were

introduced to the concept of reflection among practitioners who are aware of their role and its

importance. It was also emphasized there is nothing which could be taught. A good teacher

could help to blossom the qualities present in the pupil by giving emotional support and guide

them towards the expected outcomes i.e. become a holistic person. Sermonizing and pressuring

cannot change any ones' inherent quality to be selfish but it can raise a positive attitude within

him/her to respect others view. Environmental resources are a great source of conflict within

societies.

Activity/Assignment

Teachers were asked to read original writing of the philosophers & educationists and prepare

folders on their key ideas The philosophers that were suggested were Mahatma Gandhi,

Ravindarnath Tagore, Sri Aurobindo, J. Krishna murthy.

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Session

This session on Human Rights and Responsibilities was organized to convey the objective of peace

education would be served only when the awareness of rights and duties go hand in hand. The human

beings have rights which have their origin in the needs, not only basic needs for survival but needs for

survival with dignity. These rights have been articulated in the United Nations Declaration of Human

Rights (UNDHR, 1948). Before claiming rights however, everyone is obliged to understand his/her

duties as well.

Transaction

Peace education is about developing responsible citizens who would respect others

rights' while claiming their rights and doing their duties as well. The session dealt with the

origin and nature of Human rights. The various documents, legislations and initiatives for

restoring and enforcing human rights were discussed with teachers. The efforts made by various

UN bodies for respecting and upholding human rights were also conveyed. Conceptions of

human rights as articulated in the universal declaration of Human Rights (UDHR, 1948) by

United Nations were adopted in the wake of two world wars. There are 30 Articles on political,

economic, social and cultural rights of human beings and these rights are applicable to all the

human beings irrespective of caste, creed, and religion etc.

Indian constitution has adopted these human rights and incorporated them in the

Fundamental Rights and Directive Principles of state policy. These rights are crucial for peace,

without respect for basic human rights peace cannot be attained. The concept of peace is linked

to human rights because peace means absence of direct and structural violence. If the human

rights are not available to all the socio-cultural, gender, age groups, children etc. it is

tantamount to violence on these groups.

The violation of human rights in personal, professional and social life and the

responsibility of every citizen for their neighborhood/region was discussed .The role of various

instruments, social and legal institutions which help protect rights of individuals, was discussed.

Gandhiji placed emphasis on every one doing their duties. The children should learn their duties

26

along with their rights. They should be able to say ‘Yes’ to right and ‘No’ to wrong. Peace

education should develop righteousness, sensitivity and values of tolerance and sensitivity

towards weaker sections of society, which is the aim of social justice and Human rights. Peace

education therefore cannot be complete without education about human rights among children.

Session

The theme of Reflective Self finds its place in the peace course because 'self' is the locus of all

thoughts, attitudes, or values, which give rise to either a peaceful, or aggressive, or violent

personality. Reflective Self is naturally peaceful. One who is reflective is free of insecurity, inferiority,

or fear. A calm and adequate person who acts not out of impulse, but deliberate and conscious

decisions based on accurate observation and listening. These sessions were aimed at building

awareness of reflective capabilities among teachers and enabling them to acquire such skills of

reflective listening (verbal and non-verbal), communication and enriching their relationships with

positivity and sensitivity. If the individual. is calm, evolved and adequate without any insecurity,

inferiority feelings, weaknesses, or fear, peace comes naturally to such a person since self exists in

relationships. Improving communication skills, listening reflectively to, - both verbal and non-verbal

communication could help develop the self.

Transaction

The sessions on development of reflective self mainly included we three aspects

Understanding and Developing awareness of reflective Self through effective communication

and listening skills, understanding prejudices and biases in Communication by opening up to

others during process of communication and developing positive social skills via - empathy,

Guinness, cooperation. The session Know Your Self introduced teachers to the concept of inner-

self. The latent motives, aspirations, hurt and frustration, which are pushed back in the

consciousness. Though these feelings are not conscious, they do not let go of their hold on us

and spring back to take control of our actions again and again. When these feelings resurface

our behaviour is bizarre and unrelated to present context as unconscious takes control of

conscious behaviour. For instance if someone had a grudge towards you, at slightest or even

with out provocation s/he begins to see hostility in your behaviour. Therefore it is important that

27

the unconscious and hidden motives are brought out into consciousness and are available to

conscious mind so that self is empowered by opening to others through meditation and self-

reflection. When one moves away from the noise and clutter of day-to-day life and observes

silence, these inner motives, hidden and repressed memories come back as if we are again

reliving that situation, at such times the reality of our own actions become apparent.. This is the

moment to acknowledge, accept and clarify own doubts and listen to the guidance of our inner

self. Importance of balance between inner self and outer self and how peace is possible through

calming inner noise and conflicts within self was discussed. Three sessions were organized to

discuss importance of Yogasana for improvement of physical, mental, and emotional health and

staying calm and composed in daily life. The sessions were experiential and interactive. Two

sessions were held on practical demonstration of yoga in day-to-day life for attaining peace in

mind and body. Handouts and materials for later reference were also provided to the teachers.

Activity / Assignment

The teachers were engaged in a lot of activities and experiential exercises to understand their

own self as a hostile or a polite person. The teachers sat in a circle and introduced themselves.

After that they called out the name of person sitting next to them in very angry tone and then

repeated the name in a very polite sweet tone. Each one called out in this manner to the next

one till every one had a chance at addressing the next person. At the end of the activity they

shared their experiences of calling each other angrily and sweetly. Every one laughed and

heartily often this activity. They obviously relieved the purpose.

Teachers played a game with a ball; they would throw the ball to each other. They were told to

throw the ball to a different person each time and not repeat throw to a person, which they

were thrown earlier. The teachers who would repeat the throw were given the ball back and

made to give it to another person. The ball game continued till every one had received it. The

teachers discussed their experience later and it was reported that a lot of mindfulness and

awareness of group member developed in them as to whom they were throwing to and how

they throw the ball.

Teachers participated in an activity, which involved preparation and presentation of self on a

chart. They were divided in four groups and asked to select a topic on peace related theme

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such as environment, pollution, conflict resolution etc. Each group wrote few topics on the

chart after a discussion among themselves and shared with other group.

Teachers were given experiential session in yoga. They were encouraged to perform different

yogasanas after demonstration by yoga expert along with information on benefits on various

yogasanas and precaution to be taken.

The teachers were asked to meditate on their names and think of what their name stands for.

Each teacher thought of some concepts that their name suggests and they wrote down on the

chart the message their name conveys. All the teachers one by one filled up chart with their

message and shared with the group. Amazingly pleasant and socially useful meanings were

associated with one's name such as, 'I am Kusum', I give people sweet fragrance and make

every one feel good. The idea was to generate and highlight positive and tender thoughts .The

teachers generated a lot of positivty and motivation as all joined hands in suggesting to each

other good ideas associated with their names.

Session

Three sessions on demonstration of Communication and Listening skills were organized to enable

teachers to get sensitized in the area of communication and get insight on the impact of different

communication styles on others. Communication and listening skills are basic skills, which are

required for learning as well as, emotional, social, and personality development. How one

communicates with others verbally and non- verbally determines the extent to which s/he is able to

convey his\her expectations and needs to others, how s/he is able to impact others as an aggressive or

polite individual. Awareness of one's own communication style and its impact on one's own self and

emotional life will enable teacher to bring about desired improvement in their own skills. It is with this

understanding that these sessions were planned to develop awareness about the skills of

communication and practicing these skills.

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Transaction

The sessions were activity based, involving discussion about knowledge of

communication viz. listening to verbal, non-verbal messages and interpreting them. Reflective

listening involves observation of the listener, his nonverbal behavior, withholding judgment, not

jumping to conclusions based on speakers verbal or non verbal massages alone, rather seeking

clarification about what is seen and understood. These are some of the characteristics of the

reflective listener. The listeners need to refrain from making any evaluative remarks about

speaker. The listeners have to show empathy for the speaker, trying to understand the message

from his/her point of view. This requires seeking clarifications and giving feedback to the

speaker about your comprehension of his/her message. The feedback language has to report

exactly the words used by the speaker to enable him/her to check if he /she did mean that or the

message was not sent accurately in the first place. The use of open questions, close questions,

empathetic questions was communicated and framing of such questions was practiced.

Empathetic questions enable listener to elicit requisite information from speaker and help

him/her to clarify and reflect or clarifies his/her latent thoughts, motivations and goals. Impact

of attending to non-verbal messages and feelings enables one to become effective

communicator, this was conveyed through sharing and feedback exercises followed by

discussions. Different types of feedback styles were practiced and impact of direct, immediate

and adequate feedback was discussed. Exercises involving giving positive and negative

feedback to each other were conducted and experiences of sharing were discussed.

Structured communication backed by effective listening skills helps in resolving

conflicts. A lot of situations were analyzed with participants and through their reactions

pertinent issues were clarified. These sessions were thoroughly enjoyed by teachers. The

reflective journal indicated that these sessions developed mindfulness in them about the impact

of their listening skills on themselves and others.

30

Activity/Assignment A number of exercises on reflective listening and giving feedback were organized. The teachers

engaged in these exercises in pairs of two or groups of three each. They took turns in speaking,

listening and giving feedback. In groups of three the observer gave feedback to the speaker and

listener. The teachers participated in these exercises with enthusiasm and their self-report

revealed that they were developing a lot of reflection on what they say and the way they listen

to others.

Session

The sessions on Conflict Resolution, Skills And Strategies were included with a view to developing

awareness that Peace is not an absolute entity, life is full of conflicts arising out of basic human needs.

Conflict resolution is an integral part of peace building. Conflict resolution requires skills and

strategies, which should be known to those interested in peace making by continuous conflict

resolution and management of conflicts. Peace education cannot be visualized without understanding

and developing skills of conflict esolution. Therefore the following sessions were planned to develop

awaerness among teachers about skills and strategies of conflict management.

Transaction

Three sessions were organized on conflict management. The speakers discussed the

Skills and Strategies for Conflict Resolution. The discussions centered on the fact that conflicts

are here to stay but they can to be resolved amicably. The key idea was: Origin of peace lies in

finding the root cause of conflict. The importance of laying down clearly the objectives for the

resolution of conflict was stressed. Although resolution may not be possible for all conflicts,

effective management is the best resolution. Non- resolution of conflicts is neglecting one’s

own concerns and others too. Management involves efforts for attaining diverse objectives

simultaneously with minimum costs for self, other, and maximum outputs. The objectives of

different groups, castes, cultures, societies etc are different, all individuals may not have similar

objectives; all nations may not have similar objectives. While one nation is trying to control

31

population, others are giving incentive for increasing population. Management demands clarity

of objectives and clear listing of alternatives available for management of conflict. Different

conflict management styles were discussed: Generally, there are five basic styles of dealing with

conflicts. These styles loosely provide insight into processes of conflict resolution, which

should not be taken as categorical or diagnostic. Avoiding conflicts altogether; accommodation

and living with conflicts; engaging in competition to wipe out the other or to defeat the other,

compromise with others; arrangement to avoid, or collaboration, these style adopted by an

individual reflect the underlying attitudes. The individuals who avoids conflict is low in co-

operation, has low concern for self as well as others as continuing conflict will harm both.

Those who accommodate and yield have high concern for other but less concern for self by not

expressing one's wishes or point of view and giving in to others. Those high on collaboration to

resolve conflicts are high on cooperation. These styles are not absolute, depending on the

context of the problem, the availability of information about people joining in conflict and

others involved in the situation, the response to conflict gets modified. A balanced approach is

one where all concerned win by creative alternative. Such resolution is made possible by people

who are aware of the various aspect of the situation influencing the conflict, the needs,

appropriate problems and the sensitivity of those involved in conflict and is molded by welfare

of all. In order to mange conflicts the best way is, to enable conflicting parties to understand and

appreciate each other’s stand; rigidity and stiffness can not help management of conflicts.

Activity / Assignment

Teachers were asked to make groups of 5-6 each and reflect on the sources of some of the

problems which they were facing in homes schools or society and discuss the sources of these

problems. It was revealed in their discussions and deliberation later that the sources of most of

the conflicts lie in attitudes and practices of the society. The harsh intolerant attitudes

prejudices of teachers towards some students, gender attitudes in homes and authority-

subordinate relationships were few sources of intra personal conflicts. There were other

conflicts which arose due to resources, such as workload, problems related to water,

accommodation, surrounding conditions and situation specific causes such as competition for a

better position, local rivalries, prejudices towards some groups/individuals principle etc.

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Session

Another session on Conflict Management started with discussion on role of teachers about their role

in influencing next generations and their future. Interdependence is the way of the life, which

necessitates understanding and knowing others, which can happen only when there is dialogue

between people. Dialogue is crucial to conflict resolution but people involved in serious conflict

cannot engage in dialogue, truly means talking to each other. It is not trying to convince or argue

anyone's point. When people are overpowered by their own desires or perceptions of reality and fail

to acknowledge the perceptions needs and aspirations of others, dialogue stops and argument,

counter argument or convincing begins. There is a gap between the realities as seen by two

conflicting.

Transaction

Stresses and conflicts are created by unreasonable expectations and the gap between

reality and desires. Through an exercise the speaker brought out how most of us are sticking to

our own opinion and show insensitivity towards others' opinion. This lack of empathy gives rise

to suspiciousness, intolerance, and communication gap, which cause conflict. The exercise was

highly thought provoking. After the exercise the elements of dialogue and negotiation mediation

were discussed.

Dialogue is initiated by a mediator who is interested in peace building. The conflicting parties

are brought together for talks, the objective is to bring out in open the unconscious fears, attitudes and

expectations of conflicting parties. Mediator is a volunteer who motivate people to resolve conflict but

mediator has to be very carefully chosen person who has skills of mediation. He is supposed to know

prerequisites of the process of mediation/dialoguing, be, as acceptable to the conflicting parties. He

should be able to persuade them to come together to talk and choose a suitable place for dialoguing.

Dialogue involves making parties, feel secure and free of anxiety. Psychologically and physically

people need to be comfortable when the conflicts are known to turn violent and also to make

individuals feel comfortable, secure and welcome. They also need to be told and reminded that the

purpose of meeting is not to take decisions or settle the conflict to them feel free of pressure.

33

During dialogue no one checks the other. The two sides share their goals problems,

difficulties, fears, and assumptions freely. Mediator has to listen to understand not to teach or solve the

problem. When listening climate free of teaching, advocating or charging others is created, the people

air their views and perceptions begin to change. The opportunity to interact and express does wonders.

Airing one's grudges, listening to others changes us in ways that are quite dramatic. The other aspect

of conflict management was negotiation. It involves identifying and clarifying the real problem and its

dimensions. Defining the problem from every one's perspective, their demands, in the real situation

and its limitation, preparations for bringing the individuals involved in conflict together for

negotiation. Developing a strategy to open up all to share their side and generate alternative/solutions

for resolution of conflict and commitment to the chosen option. A very important aspect of

negotiations is overseeing, monitoring and review. Thus management of conflict is a skilled process,

which requires a lot of preparation and personal skills.

Activity/Assignment

The teachers were asked to list conflicts they were aware of occurring in their own family

school society within and outside India. The teacher listed and shared with each other a wide

variety of conflicts which they were experiencing or were aware of. Some of the conflicts were

typical to a region while others were common across all groups. This realization helped teachers

to reflect upon the typical problem faced by others such as Tsunami, drug problems, terrorists,

naxalities and border related problems typical to some regions.

(Sample assignment submitted by teachers are attached in Appendix -A)

Session

The session on identity was planned to convey the differences in the way the individuals

perceive themselves. Perception of Self in terms of one's cultural ties, regional, professional

relationships and personal qualities have a lot of influence over the prejudices, biases and

judgments one makes on others. Awareness of identity enables one to be fair while judging

others and making judgments about them. In order to be fair and free from prejudices towards

others, particularly those from different culture/regional groups, it is important for any

34

individual, especially teachers to be aware of their own identity. So, that they become aware of

their biases and prejudices toward students and do not allow them to interfere with their

teaching learning. Awareness is the starting point in dropping, the prejudices and developing

tolerance and respect for cross-cultural populations. Intercultural harmony at school level

could be nurtured by developing awaerness of identity among teachers.

Transaction

Three sessions on Identity, were taken to enable teachers to understand the nature of identity and the

ways in which it influences our attitudes and values. Persuasion and mediation of conflicts requires

consciousness of identity. Mediation requires understanding clearly the sources and nature of conflicts

and the biases, which hold the conflict in place. If the mediator also holds same prejudices and biases

as the conflicting parties, he will not be able to comprehend the real issue and mediate successfully.

The ways in which identity creates barriers with some and makes bridges towards others was

made explicit through exercises; discussions and interactions, which were involving and stimulated

thinking among participants as revealed in their self reflections, feed back and comments. The

participants were asked to reflect on what the word Identity means to them and in which contexts they

heard it. Identity card, identifying data and other sources, which provide information on identity were

pointed out to highlight the divisive nature of identity. The sources, which confer identity of the

individual, were discussed in detail. Feedback received from others becomes very important part of

our self-perception, it may or may not be accurate but it contributes to the self-image and self esteem.

The self-image provides motivation and sense of belongingness to parents, family, village,

community, state/country etc. It also acts as barrier or separates one from others.

Identity remains an illusion as the self-image acquired during childhood in the family setting

may or may not be valid in the future as it is based on qualities possessed during childhood. But the

self-image acquired during childhood continues to be part of our memory and encourages us to hold

on to the same attitudes and beliefs about own capabilities, skills, values etc. These beliefs about our

own identity are taken, as real and very little revision is generally possible. The present reality is also

influenced by memories of childhood experiences and prompts us to rationalize present experiences to

fit the old memory. Consciousness and objective assessment of our experiences is needed to realize

35

true identity, which is changing very minute. As the changes accumulate we become different from

our older self / almost new person. The awareness of changing self enables us to relate with others

more meaningfully and respond to present demands more effectively and genuinely. After the

discussion an assignment was given to the participant to write whether identity is a goal or a means.

The assignment submitted by the participants was used to carry forward the discussion on

identity. Some participants had taken the position that identity is a goal while others, wrote it is a goal

as well as a means. It enables us to belong, relate with others, and provide sense of belongingness.

Identity motivates us especially during childhood. It takes complete charge over our behaviour and

thinking, it becomes our reference point for judging others identity as our value template and a goal in

itself becomes limiting force in life making us prejudiced towards others whose identity is different

from our own. It becomes very divisive and hostile force. As we value old self, change is resisted,

though we may be changing very subtly but change is consciously denied. This creates a gap in our

beliefs and behaviour and causes stress. Awareness of identity is important so that it does not

submerge the individual. The feelings of continuity, which is so characteristic of identity, have to be

understood in proper perspective, in the sense that the subtle changes are accruing to all, which do not

become apparent to the individuals. As a result the present needs, aspirations, and goals are denied.

These characteristics of identity must be known to a person getting ready to mediate in conflict

otherwise she/he cannot appreciate others' needs/desires. Sense of continuity in the identity gives us

distinction and a feeling of belonging, but the changes in identity over time are significant and need to

be understood to avoid undue expectations and conformity to self-image, which has become irrelevant

with passage of time.

Activity/Assignment

Identity- a goal or means This assignment was given to encourage teachers to explore deeply

the meaning of identity and read more. Teachers' level of understanding about identity was also

assessed through this assignment. The teachers understanding about the identity were not very

clear. They perceived identity to be both a means and an end. The discussion, which followed

the submission of assignments, clarified that identity is only a means. The assignments by two

teachers, which were discussed during the session, have been given in the annexure. The first

assignment on identity has discussed its various characteristics and development. The teacher

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has pointed out how identity is an illusion acquired during interactions with others and the way

it motivates the individual for success and various achievements in line with the perceived

identity. However, the conclusion that identity is an end too, is not warranted, as identity really

is a means only.

(Sample assignment submitted by teachers are attached in Appendix-A)

Session

The session on Family’s Role in Peace Making was planed to convey the importance of family in the

life of individuals by predisposing them to peaceful or violent skills, attitudes and values. The sense of

security, warmth, love and care available to a child in the family may build pro peace competencies,

while aggression, hostility or neglect may lead to violent ways of being. Although, teachers may not

directly influence the family of their pupils however their understanding of their own family

environment and awareness of its impact on them and the understanding of the behaviour of school

children as a by product of their family environment, will facilitate the development of teacher-child

relationships. The consciousness of the family impact is necessary to be able to identify the needs of

children for interventions, issues for parent- teacher meetings, and areas of enrichment through

school based outreach programme activities.

Transaction

The objective of the first session entitled, Violence in the family and ways of dealing with it, was to

make teachers aware of the ways in which parents and adults' encourage and perpetuate violence and

to enable them to transform both the direct and structural violence in the family. As teachers they need

to take care that they themselves do not model and promote violence-verbally or non-verbally in the

classroom. A lot of evidence where women and children are subjected to emotional and subtle forms

of violence was presented through stories, anecdotes and news items. The result of such violent

behaviour verbal, non-verbal and sarcastic comments spoils family atmosphere and relationships,

which in turn creates aggression and temperamental problems, among individuals. Violence results

from indifference towards weak, women and powerless. The cultural ethos, norms and relationships

sometimes promote such violence, injustices and unfair treatment. These aspects have to be critically

37

examined as the long-term impact of such practices, spoils quality of relationships and family life.

Children subjected to or witnessing violence in the family are unable to live normal life and may

develop personality abnormalities, delinquency and show poor academic and career achievements.

The session was interactive and supported by examples and illustrations.

The session on family communication styles introduced teachers to healthy family

communication, the barriers to family communication and ways of improving family climate

through effective communication. The session focused on the fact that fast pace of life has

reduced the interactions and communication between family members. When less time is

spent at home, the availability of members to each other is less. Multi tasking of parents

further reduces the efficiency of communication. In such situations the importance of skills

and style of communication assumes greater importance. In order to ensure effective family

climate, which fosters sense of security, warmth and healthy personal orientation, it is

important that parents understand and improve their communication skills. The achievements

in academic, career and personal relationships are influenced to a great extent by the family

climate experienced by the child. People communicate their feelings through verbal mode as

well as non-verbal gestures, body language, tone of voice. The verbal messages are supported

or belied by the accompanying non-verbal messages. Tone of voice gives away the feelings of

anger, hurt, happiness, frustration or energy level of the speaker. Similarly non-verbal

expressions communicate, a lot about the level of interest, energy or boredom etc. During

communication generally, people pay attention to verbal messages only while a large

proportion communication is non-verbal. Not paying attention to non-verbal messages alters

the meaning of the message.

The barriers to communication in the family are authoritarian and aggressive style of

speaking. The communications need to be direct and focused referring to the situation here

and now rather than about past. The parents should desist from comparison to their own

selves, or among siblings or anyone else. The discussion may be directly about the

child/boy/girl with whom dialogue is going on; same rules apply to the communication

between spouses. The use of anger, harsh words or confrontation may be avoided. Instead of

continuing an argument, it is better to agree to postpone the process of communication.

It helps to listen more than talk. Seeking clarification and acknowledging what you have

heard is important. Making time and structuring communication patterns in the family is a

very healthy practice,for instance while retiring to sleep family member may spend time with

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each other or spend time together during dinner or any time when parents are relaxed and free

to attend.

Some keys to effective family communication are: -

Communicating frequently and using every opportunity to make meaningful conversation,

while shopping together, traveling early morning, sharing tea, on week ends or whenever

opportunity crops up one may communicate during the day.

Healthy families share their thoughts and feelings in a clear and direct manner. It is important

to resolve problem as soon as it occurs at an earliest opportunity. Attempts to resolve problems

arising between spouses, parents and children, and among siblings should be made through

direct communication. But patience and choice of time when all are relaxed helps to resolve

conflicts.

Direct and clear communication is always better rather than sarcastic, alluding or indirect

accusations. This type of conversation indirectly hinting at other's mistake and withdrawing

from communication does not allow other person to respond, breeds contempt for each other

and opportunities to resolve problems are lost.

Active listening is a very crucial aspect of communication. The family members must

cultivate the skills of listening attentively, not only verbal but also feelings expressed through

words, gestures, tone and tenor of voice. Communication is 80% non-verbal, through

expression and gesture. Understanding gestures and body language accurately is an important

skill, and more importantly, listening attentively includes observation, seeking clarifications

with an intention to understand and know, rather than selective listening to prove your own

assumptions and judgments. Most of the times either people are selectively listening or not

listening at all. Even when people listen they are mostly looking for words, which confirm

their own opinion. This tendency leads to failure of communication among family members.

As a result of such predetermined mind set, the other person opts out due to frustration at not

being given a fair listening.

Children are not very articulate so care may be taken not to jump to conclusion with them. It

will be disastrous if a parents lack patience. The age and maturity of children, the lack of

vocabulary to accurately express should be kept in mind, and due allowances be made while

listening to them.

Positivity and optimism are key words, which should guide all effective communication

among family members, spouses. Marital and family discords reveals that an unhappy family

39

situations arises due to critical, mistrusting and contemptuous attitudes rather than any other

reason. Couples should keep communication channels open. They should compliment and

encourage each other.

Activity / Assignment

Teachers were exposed to various conflict laden situations in the family, family rituals,

values, etc. through role-plays. The working through these problems in the class produced

insight into why these family conflicts get escalated. What can be done to prevent them.

Talk on Parenting The teachers were asked to do this assignment as an activity so

that they get motivated to do it in their school and enrich their PTA meetings. The

sessions on family communication and family's role in peace conveyed ideas to them

for building peace in the family and improving family communication. Through this

talk on parenting their learning and ideas were consolidated. Two talks on parenting

are given in the appendix. In the first talk the teacher mentioned that responsibility

for child's development is on parents. The role of teachers should also be highlighted

simultaneously. Rest of the suggestions and content of the talk is well planned.

Although the talk is brief but it touches on most of the important aspects of parent-

child relationships- appreciation of the children, listening to them, talking to them.

Daily routine and encouragement for readings could also be highlighted. The talk by

another teacher has very rightly focused on issues relevant to a rural population viz.

cleanliness, and comparison of the child with others along with other common

issues.

(Sample assignment submitted by teachers are attached in Appendix-A)

Session

Pedagogy for Peace was another important theme of the training programme. This theme

subsumed two sub themes Whole School Approach and Pedagogy of Peace.

The first sub theme Whole School Approach was aimed at making teachers become conscious

that the school environment is created not only by building, staff and students; it also includes

40

dynamic interaction among them. The school environments, where there is freedom of

expression, the authorities are perceived as accessible, fair and benevolent, the teachers are

peaceful and efficient. On the other hand the lack of communication in the school system

between principal and teachers, teachers and students may give rise to stress, anxiety and fear

at all levels which threatens peace and well being of everyone. It is therefore important that

both physical and psychological climate of the school may be organized for holistic

development of children.

The objective of including the second sub theme Pedagogy of Peace was to emphasize that

teacher is the leader in the classroom. His teachings style influences not only the learning

outcomes, but also moulds the personality of the students. Teachers' communication style,

disciplining style, aggressiveness, warmth, and caring attitudes will have long lasting impact on

the emotional development of students. Democratic teacher, free of prejudice motivates all

equally, while those who are idiosyncratic will hamper self-expression and growth of pupils.

Opinionated, autocratic teachers cannot nurture peace. Teachers have to be made mindful of

their own style of being with children and reflect on its impact on them.

The first session related to Whole School Approach during which the participants

narrated experiences and discussed how each and every activity of the school, and the

teaching and non-teaching personnel and staff all contribute to peaceful climate of the

school. The environment of the school, the schedule, principal-teachers relationships,

teaching-learning atmosphere in the class, the activities relating to art, music, craft,

cleanliness, policies like, appreciation for participation, involvement of all etc. all have a

role in maintaining peace. The session also focused on the need to attend to welfare of

children, teacher, and staff for nurturing peace. The teachers discussed the responsibility

of the school for not only the school children, but also community around the school, and

out of school children, and need to work for the wider society and extending school

resources for the purpose. In this context orientation of principals was considered

important, however, teachers realized they have to play crucial role. The session was

taken in one of the schools followed by a visit to the school and exposure to its various

activities.

Two sessions on Pedagogy for Peace were organized with the objective of enabling

teachers to understand how subjects could be taught with perspective on peace. For

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example science, mathematics and social sciences subjects have a lot of scope for

highlighting peace related concerns. The session on science and mathematics highlighted

the nature and subject matter of science and its underlying values. The values of

flexibility, precision, openness and objectivity all have relevance for peace. The teachers

discussed how topics in science, relating to evolution, industrial waste, global warming,

water cycle, research in science could be taught with perspective on peace. For example

the problem of pollution of rivers and water bodies, cultural diversity as an outcome of

adaptation to environment and its importance. The session teaching science with peace

perspective focused on the linkages of the subject with the life outside school. The

relevance of topics for real life issues of citizenship, democracy, cultural diversity, justice

etc, was pointed out. It was also discussed how to integrate peace related issues with

ongoing teaching .For example different cultural ritual norms and practices in cultural

regional context and its fertility beyond. For example-the dress worn by people in deserts

protect them from excessive heat but in city it is not useful any more.

Two sessions were focused on Discipline, Freedom, Peace, Examination stress, and

Curriculum load the speaker focused on the edict that discipline could be maintained

only when freedom is given. However Freedom without discipline is meaningless. The

freedom could not be absolute it amounts to anarchy. In order to enjoy freedom internal

self-discipline is a must. Self-discipline refers to exercising responsibility in the midst of

choices. In order to choose with responsibility alternatives have to be provided to

individual to exercise their freedom and capacity for reflection. Awareness to realize the

outcome of those choices can be developed. But people need preparation for making

choices with responsibility. They have to be advised about their rights, responsibilities,

and consequences of abandoning the responsibility. Strategies for providing internal

discipline were discussed. These involved encouraging self-discipline by discussing rules

and regulations with students by deciding on punishment with their consent to understand

and expect punishment for violation of rules. Clarifying rules, regulations and making the

process of decision-making transparent.Fairness of the system and appreciation of the

group efforts and cooperation so that unhealthy competition and conflicts are avoided.

An activity-based session on Developing ideas for integrating peace in lessons was

taken with a view to enable participants to develop strategies for teaching lessons to

orient teaching towards peace. During the session, participants discussed as to how they

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can develop lesson plans in their own subject areas and simultaneously highlight peace

related value. The participants actually developed lesson plans in at least one subject area.

One session on this theme of pedagogy for peace made participants aware of the

Curricular Strategies for Peace. During this session the teachers discussed various

strategies for peace making such as dance, play, debate, poetry, creative writing, NSS,

etc. The participants discussed the methodology of organizing such programmes in the

school.

The policies of the school may clarify the expectations from students very clearly

and also explain why such policies have been made how these facilitate the work.

The communication structures and channels may be established which foster trust

and confidence that the relevant demands and problems will be addressed. This

prevents frustration of stress.

Activity / Assignment

Assignments on How you can make a difference was given with a view to

motivate teachers to begin thinking about what they can do to nurture peace at their

own level in the school, through routine lessons in the class. The teachers made plans

indicating how they will go about implementing peace building activities and the

methods to be used. The teachers mentioned that they would use assembly and bulletin

boards to convey the massages of peace through cartoons, drawings, key ideas of

philosophers. Teachers also mentioned that they would organize the talks on parenting,

make lessons more peace friendly, teach about meditation, caring for nature etc

Class rules for building a culture of peace This assignment was given with the

objective of facilitating teachers' reflection on proactive classroom rules for promoting a

culture of peace in the classroom. The teachers were encouraged to think of discipline

problems faced in the classroom and the pro-peace behaviour to be nurtured; and then think

of rules, which would promote such an ethos. Two assignments submitted by teachers have

been given in the appendix. The first assignment is a bad example of classroom rules. The

rules formulated should have been expressed in terms of self-vows like, I will let students

shorter then me to sit in the front benches. The other flaw is that these rules focus on the bad

practice rather than proactive action like, the last one. Instead it could be worded," I will

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respect and have warm relations with every one in my class without discriminating against

anyone".

(Sample assignment submitted by teachers are attached in Appendix-A)

3. Preparation of lesson - plan from peace perspective This exercise was taken up by teachers

to develop lesson plans from peace perspective. The teachers were involved in discussion

about how peace concerns could be highlighted in the regular teaching of content at relevant

places. Two lesson plans developed by teachers have been given in the appendix. These

lesson plans reveal that although the teachers could identify the peace concerns but actual

integration will take time and happen gradually. The first lesson plan on chapter of English

work "The cruel boy" for class IV, the teacher has very rightly listed questions to be put to

students but she is expecting predetermined answer, instead of looking forward to their

creativity and level of understanding.

The second lesson plan on chapter of science book, Environment for class VIII. The first

objective is, what should be the final outcome of the lesson. The awareness of the environment

should be first objective, which is listed at the end. Even in the activity by students, the teacher

has conveyed his expectations rather than the activity to be done by students. The shortcomings

of lesson plans were discussed with the teachers.

The two-lesson plan leaves much scope for improvement by way of planning activities for

students to learn about environment. For instance students of VIII class by way of activity, may

be asked to perform inexpensive experiments like "what happened when you leave food in a

bottle during humid weather" to convey the biotic content of the air, or to evaporate water in a

vessel to understand the abiotic component in it.

(Sample assignment submitted by teachers are attached in Appendix-A)

Session Another session was held to discuss issues of Examination Stress, Bullying, Violence and

Aggression among children. The discussion took off with teachers narrating their own concerns and

ways of handling such issues. The teachers reflected upon the underlying causes of such behaviour.

44

Those living with violence, fear and stress often model and replicate similar behaviour. Therefore

teachers have to very carefully screen activities, programmes, climate and personnel of the school to

identify sources of violence and stress and take care to remove stress.

Examination anxiety, excessive homework, burden of non-comprehension of subject matter

and stringent discipline etc. are some of the sources. There may be many more such as, home

situation, lack of water, sanitation facilities, offensive school climate which cause stress among

children and damage their psyche, children living with perceptual stress and violence become fearful,

anxious and violent themselves.

The learning that violence is an instrument to subdue others or one can feel secure by bullying

and punishing others. This feeling gets further strengthened when these children are punished or

subjected to aggression to behave by teachers and parents. It is important that aggression may not be

used to counter bullying and violence among school children. These formative years are significant;

they should not learn negativity i.e. violent punishment for indiscipline, rather punishment should be

something that proactively involves them in preventing violence. Those indulging in violence

particularly children mostly do not understand how violence affects the other. It is important that the

feelings of those subjected to violence and deterrent punishment for acts of violence are made known

to all children.

The other session centered on improving classroom climate by enabling teachers to

become aware of the problems which disrupt peace and personality characteristics of the

teachers, which help in the management of the classroom climate. The teachers' reflection

on the qualities they need to possesses for peace orientation, and exploration and

discussion on how they may transform themselves was encouraged. The exercises helped

teachers to think about the ways of peaceful teachers and need to orient their own self for

such behaviour. In their context the use of attitudes skills of listening, empathy, reflection,

social responsibility, positively were discussed.

The teacher may take cognizance of the experiences of students particularly

related to discrimination; justice particularly gender justice, rights and responsibility in

various settings like family, school, community. Discussions focused on those issues

while in class on political science, sport, drama and other activities.

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Activity / Assignment

The teachers played a number of games with a ball. They stood in two lines facing each other.

First game started with one teacher calling out name of the teacher and throwing ball to the

teacher in opposite line seeing that they throw the ball carefully for others to catch and the

2nd teacher would throw it back to another in opposite line. Each time giving it to a different

person. Game continued till every one received the ball.

2nd game involved just throwing the ball so that others could catch it and continued like

previous game. 3rd game involved throwing the ball hard so that the other could not catch it.

The teachers later shared their experiences and reported how competitive situation makes

them feel angry and hostile even towards those who have not done any harm to them. They

reported that cooperative situations make them feel loved and cared for, and also caring

towards others for. A few only liked competitive situation.

Panel discussion on media literacy The teacher organized a panel discussion selecting

panelist's from among themselves. Six panelists prepared talks on various aspects of media

and share it. The rest of the group listened to the discussion. The teachers focused on positive

and negative uses and impact of media. The positive side was highlighted as audio- visual

media, which presents global picture and connects the students to the world. The negative side

was the impact of outside cultures initiated minds. The teachers presented positive side argued

that students attitude and mind set need to be oriented so that they are able to take benefit and

reject the negative influence.

Session

One session on Assessment of the Peace Processs at different levels among students, teachers

and schools were taken to enable participants to understand how peace related outcomes could be

assessed. The assessment of these outcomes has to be through checklist, rating scales, schedules

etc. which capture with sensitivity the changes in school ethos, changes in the teachers' own self

awareness and students' anxiety, comfort status and role of conflict resolution among students

teachers and staff. The attitudes and values, which could be evaluated in qualitative ways, were

discussed. The teachers developed rating scales to assess school ethos, teachers' self-assessment

46

rating scales and students' self-assessment. These scales were discussed and improved in small

groups.

Activity / Assignment

Evaluation of peace related outcomes This assignment was given to bring out the ways in

which students and teachers could make assessment if pro peace values and attitudes are

being practiced. The teachers made groups of 5-6 each and wrote down the outcomes. The

assignments submitted by teachers revealed that teachers understood the meaning of peace

and related concepts and the underlying competencies. For instance teachers included items

on reduced incidents of abuse, bullying, beating etc., greater emphasis on peace related

activities in class, morning assembly, teachers discussion, more instances of helping and

conflict resolution among students and staff etc. (Sample assigment summited by teacher is attached in Appendix -A)

Interaction with Already Trained Teachers

The teachers from the previous batch were invited to interact with the trainees. The

interaction was planned for two sessions on consequent days. Trained teachers made

presentations about the experience of under going training, as well as, that of implementing the

programme. The enthusiasm about the new perspective was common on both sides. The

teachers narrated the change, which has occurred in their reaction to various conflicts, which

exist even now, but are not as tormenting as they were earlier. The teachers have, not only

become more proactive in maintaining their own calm but also are successful in peace building

at school level and students' level. The satisfaction and trust in the teacher in their mission of

peace building was apparent, although some difficulties were mentioned such as persuading

other colleagues and administrators and request for special programmes.

Visits to Institutions

Visits to following institutions were organized with a view to exposing participants to

experiential learning to develop awareness of the sources of violence, conflict and ways of

peace:

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Gandhi Smriti

Bal Bhawan

Spring dales School

Anand-gram

Lotus Temple

Gandhi Smriti

First visit to Gandhi Smiriti, Tees January Marg helped participants to experience the

essence of Gandhian thought based on truth and non-violence. Participants meditated on the

grounds near the martyrdom place of Gandhiji. They discussed the need and relevance of peace

in this life and not something to be attained after death. During interactions with them the

experiences of meditation and its effect on enhancing the attention were discussed. Teachers

visualized the entire life episodes of Gandhiji through multimedia, photographs and

commentary by the guides. They purchased literature on Gandhi. A number of teachers noted in

their reflective journals that the day was one of the most memorable days in their lives. They

wrote that they now realize the need for peace in life.

Bal Bhawan

A visit to Bal Bhawan was organized to expose teachers to a variety of creative

activities, which could be engaged in by them to promote joy and self-expression among pupils,

both of which build happiness and confidence, concentration, and self-esteem. The teachers

observed various kinds of activities and programmes viz craft, drama, papier-mâché, scientific

activities, painting, sculpture etc. engaged in by children. They also interacted with children

coming from great distances and different parts of Delhi. All of them felt that such activities

could be taken up at minimum expense and it was revelation that these activities contribute to

peace. They were addressed by director of Bal Bhawan who informed them about the activities

in other states. The teachers collected complementary material and addresses of Bal Bhavan in

their states.

Visit to School

Visit to a school was organized to provide experience to the participants how school could

be organized for Peace. The way each and every teacher and student could be persuaded and

involved through appreciation and recognition. The Principal of the school came across as a

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very active and innovative person. She demonstrated how with the help of community support;

she has maintained a big hall with the help of parents who are tailors, electricians etc. in her

school. There are 20% students who are poor. They have dada-dadi club in which students

interact with the old people, they even them for a movie. There is no examination till 8 std.

Students do a lot of community work. The students excel in academic field. Many of them get

admission in to I It's, medical and other reputed colleges.

Anandgram

Anand-gram is a museum containing antique articles like coins, knives, containers, and

belongings of the tribes both ancient and living. A branch of the ''Bodhi-vriksha'' was brought

from Bodhgaya in Bihar, under which Buddha obtained nirvana. The branch has been planted in

the park surrounding the museum, which is very aesthetically landscaped There is a small lake

with lotus flowers, serene and quite environment which offers calm and quiet for experiential

awareness of peace and delight.

Lotus Temple

Lotus Temple is a monument, which signifies convergence of different faiths. The

monument offers the place to experience silence, peace and harmony with others from diverse

cultural backgrounds.

Films

A number of films were shown to teachers, which were related to the themes being

transacted. The films were on topics like importance of peace for individuals, after effects of

war, cultural heritage, self-development etc. The films shown to the teachers are described

below.

o Sadako – a thousand cranes o Ahimsa Se Aman Tak o Right And Wrong Conscience o Pather Panchali o Iqbal o Caring For Children o Surila Machar o kishan and his magic chariot o Parichay

49

Sadako- A thousand cranes

This film was about a small girl suffering from cancer resulting from exposure to

radiation. The girl is depressed knowing her terminal disease. The doctors attending on her tell

her that she will get well, if she would make paper cranes and fly them. She has to make a

thousand paper cranes. The girl feels good and hopeful again and makes paper cranes. The girl

dies subsequently but till death she is hopeful and happy. Discussion highlights the effects of

war and its frightening consequence upon future generation. The film also highlights the effect

of the attitudes of classmates on the girl’s depression.

Ahimsa Se Aman Tak

It is a story of two princes - Siddhartha and Devdatta. Once prince Sidhartha found a

wounded dove while walking. Prince Devdatta hunted down the dove. Sidhartha tends to it and

applies medicine on its wounds. The other prince-Devadatta claims the Dove as his prey. Prince

Sidhartha refuses to part with the dove as he had saved its life. The judge decides that whom the

dove likes, will own it. The dove chooses Siddhartha. The film highlights that love and kindness

win over people as well as animals; one should not hurt or harm others through thought, speech

or action.

Right And Wrong Conscience

It is a short film depicting behaviour of the children at various stages of development

viz- infancy, childhood and adolescence in the natural surroundings. During infancy the

children learn to express their love for their parents and siblings. As they grow they learn to

smile at other people, they share their food, develop trust, enjoy company of peers and join

actively in each and every activity of the school. Similarly positivity and pro-peace attitudes

naturally found in children at older age are depicted. The basic objective of showing this film to

teachers was to realize that children naturally have pro-peace attitudes and behaviour, which

must be nurtured, and to identify pro-peace behaviour expected at various stages of

development. The teachers would be able to assess the success of the peace programme through

children's overt behaviour of sharing, caring, loving and co-operation.

Pather Panchali

It is a film by Satyajit Ray in Bengali with sub-titles in English. The film depicts various

aspects of social justice, gender inequality, poverty struggle for existence etc. The film shows

50

struggle of women through three generations. The context of the film is, a poor family in a

village where the son attends school, but the girl does not go to school. She helps her brother to

get up early to go to school. The boy is allowed to play but the girl helps her mother in

household .The father in the family is a Post Graduate but he does not have proper job. He

decides to go to the city to earn money and stays there for a long time. During this time the

family goes through various traumatic situations such as the daughter dies of pneumonia, the

old house collapses, all valuables in the house are sold for maintenance etc. The film made the

participants aware of the issues underlying peace: social justice, gender inequality and struggle

for existence.

Iqbal

Iqbal is a movie, which shows that the determination of children and the support of the

teacher may enable great achievements, by children. In the film the main character is physically

disabled, he is deaf and dumb and he wants to become a cricketer. His father wants him to study

and do some job instead of learning cricket, so that he may earn a livelihood. But his mother

and sister are very optimistic about his interest in cricket, particularly the sister. She makes all

the efforts to take his brother to the teacher and mediates the conversation between the teacher

and her brother, as he cannot talk. In the end consistent efforts made by the student and the

teacher who act as his mentors help him in getting selected for the cricket team and the team

wins the match also.

Caring For Children

Following video spots were shown:

o Not to beat the child o Listen to the child o Sing lullaby to child o To compete with oneself o Attributing failure to the child o Knowing one's strength o Andhere se kya shikayat o Attributing failure to others

These video spots highlighted the effect of beating on their psyche, the importance of

listening to them, ways of bringing about the overall development of their potential. It

emphasized that love and care are crucial to their well being.

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A few video spots of one minute each displayed in a very humorous and interesting

mGanner that there is space for every one on the ladder of success; therefore competition with

others is immaterial. One should improve one's own strengths & work on weaknesses. The spot

on sense of responsibility conveys that every one has to own responsibility, not pass on the

buck. Self-reflection rather than blaming others was theme of last spot.

Surila Machar

This short film Surila Machar is a story narrated by a teacher. The story is illustrated

through animal characters that show how a small mosquito displays conflict resolution and

problem solving. The values of courage, optimism, coordination, taking up responsibility and

concern for others have been displayed by the various characters. The film also portraits seeking

alternative ways of resolving conflicts and problems through cooperation of all the members.

The panel discussion by students following the film further highlights the peace building

process and its various dimensions. It also reveals how children perceive concept of peace and

their views about peace environment in school.

Kishan and his Magic Chariot

Kishan and his magic Chariot, is about a boy who does not take interest in routine

teaching of classroom. The teacher is very unhappy with his activities in the class. However the

child is creative. He goes to one isolated place and builds a glider. One day the teacher comes

across his invention and understands the creativity in the child. As a result of this incident, she

offers full support to him and the other children as well. The film reveals that all children have

immense potential and creativity, which needs to be identified and nurtured with love and

appreciation. The creativity may not be expressed by itself unless appreciation and support of

adults is received.

Parichay Portion of this film, which depicts how children should be treated by parents and teachers

were shown to teachers. The film portrays that anger, hostility drives children to anger and frustration

while love and tenderness wins them over. Also film depicts the importance of leisure time, games

and fun for children for overall development.

52

Maintaining Daily Reflective Journal

The Daily reflective journal was used as a technique to encourage teachers to

consolidate the new knowledge and experience about peace education so that the theory is

integrated with the practice. The habit of reflection by the teachers in view of the new

experiences is likely to modify pre-conceived notions about the causes of peace, violence,

and conflicts need which must be revisited so that new strategies in line with their changed

thinking are evolved. An additional objective was to enable them to develop a habit of

reflection on the events of the day. Reflection enables analysis and interpretation of the daily

happening and events in one's own context and incorporated into their own mental

framework. The events and experiences at variance with one's own thinking, feelings and

attitude encourage us to rethink and analyze the new experience and may lead to widening

awareness, while, those experiences which are in line with our thinking validate and

strengthen our convictions. Thus the process of reflection advances thinking; recording

experiences in a daily journal helps to make reflection a habit and encourages uses of new

vocabulary to explain various phenomena. Reflection as a technique has its origin in the

constructivist approach, which asserts that training should lead to one on narrative and critical

orientation instead of fitting experience into pre-existing moulds.

The teachers were asked to maintain a small notebook in which they were to write their

reflections at the end of the day. The meaning and significance of the activity was explained

to the participants. On the third day the journals were received from them to understand their

experience and feedback about course. It was found that they were writing their daily

activities and reporting on the events of the day. Again the meaning of the activity was

explained to them and how a typical entry in the journal would look like was explained to

them. After this the teachers did write reflections to some extent as revealed by the entries in

the journals left behind by the teachers.

(Some selected samples indicating changes in the mindset are given in Appendix -A).

Activities/Display/Drama/Recitation

The teachers had put up a display of charts and posters depicting their learning about

various peace issues - concept of peace, conflicts, equality, social justice, human rights,

environment etc. They demonstrated their personal transformation with regard to skills of

building peace within themselves and nurturing peace among others, particularly about

53

managing anger, relationships with colleagues and students, work ethics etc. through

cultural and creative activities. They had written slogans, poetry, and developed collages on

human rights and conflicts. Some of the expressions of the teachers depicted through these

activities are presented below:

Puppet Show

Teachers learned to make puppets and use them as an interesting stratgy to teach

children. They made puppets and planned interesting incidents for a classroom wherein

a teacher is very rude to a student but when he realizes that students are affected by this

attitude he is changed and becomes, loving and caring towards the students.

Drama

A musical drama was presented by the teachers in which they depicted the

changes that took place gradually in their attitudes and behaviours. They mentioned the

learning that occurred in the course and the attitudinal changes that were acquired.

Conflict resolution activity was also demonstrated.

Peace Corner

In order to encourage teacher to read books on peace related issues "Peace Corner" was

created in the library. Teachers were provided with temporary library membership card. Each teacher

was supposed to read at least two books on peace education according to their interest. They were

asked to write the review of the books they read.

(Sample assignment submitted by the teachers are attached in Appendix -A)

54

Handouts / Readings

The participants were given reading materials, which were selected, from important documents

and books having a bearing on various dimensions of peace. The material was chosen to convey

to the participants a wide variety of concerns underlying peace. The extract from selection of

readings as given below was done keeping in mind the simplicity and readability:

Kumar,KGive Peace A Chance The Little Magazine, Volume VI, Issue 162. Kumar,K (2003) Peace with the Past Seminar Gyatso, T. (1995) Universal Responsibility and The Good Heart,Library Tibetan works and Archives Kumar,K, (2004) Pradhan Harishankar Prasad Smriti Vyakhan Bayati,J (1986) Reading in Education by Uppal Publishing House Yerankar,S.K( 2003.) Head, Department of Political Science, Jijamata Mahavidyalaya, Buldana, YOJANA.

Bandiste,D (1999) Humomist Values: A source, B.R. Publishing Corporation Delhi

Dasgupta,C.I, (2003). Peace, Plurality and Equality Social responsibility of Youth Editor, Krishna Kumar Publisher Peoples Institute for Development and Training News. Dandhich,N .(2003),Non Violence Peace and Politics :Understanding Gandhi, Avavishkar Publishers, Motiyani,P (2006). Gandhiji's Vision of a Peaceful society, In Quest of Peace, (eds) Dr. Shastri, Dr. I. Malak and Dr. S. Shastri (eds.) Bhartiya Kala Prakashan, Delhi.

Krishnamurthy,J (2001)The Flame of Attention,Krishnamurthy Foundation Chennai.

Krishnamurthy,J (2001) The Timeless Spring Krishnamurthy Foundation Chennai.

Shukla ,R (2001). Philosophy of Education , Sublime Publications Jaipur.

Dalal, A.S (2000).Mental Health and Yoga, Sri Aurobindo Ashram Press, Pondichary Reddy,U.N (1979).Tagore on Values in Man Education and Values B.R.Publishing Corporation, Delhi - 110035.

Chattopadhyay, S.N. (2001) Swami Vivekananda: His Global Vision. Punthi Pustak, Kolkata. Jha, R.R (2003) Sociology of Peace, Northern New Delhi

55

A Guide for Facilitators (2002). Parent's Orientation on Adolescent and Youth Issues Youth Guidance and Counselling Division Department of Education, Ministry of Health and Education Thimpu, Bhutan. Kumar.K(2006) Teaching Peace. In Journal of Krishnamurthy School, Krishnamurthy Foundation India 2006. UNESCO (2001), Learning the Way to Peace - A Teacher's Guide to Peace Education. A.S. Balasooriya, UNESCO, New Delhi Kanchana .R (2000), Hindu Speaks by Education Kasturi & Sons Ltd. Chennai.

56

Further Suggested Readings

Chattopadhyay, S.N. (2001). Swami Vivekananda: His Global Vision. Punthi Pustak, Kolkata.

The Best of Speaking Tree,(2002) A Times Group Presentation in Association with Diviniti, Publisher : Bennett, Coleman and Co. Ltd., New Delhi.

Dalai, Lama (1980) Universal Resposibility and the Good Heart. Library of Tibetan Works & Archives, Dharamshala, Dist. Kangra. H.P.

Dalai, Lama (2000) Transforming the Mind, translated by Dr. Thupten Jinpa, edited by Dominique Side & Dr. Thupten Jinpa, Thorsons, London

Dalai, Lama (1997) Love, kindness and universal Responsibility, Paljor publications, New Delhi.

Dalai, Lama (1999), Book of Wisdom, Thorsons Publications, London Dalal, A.S. (2000) Growing Within: The Psychology of Inner Development. Sri Aurobindo Ashram, New Delhi.

Dhankar, R. (2007). Shiksha, Viveksheelta Aur Mataropan (in Hindi) Maharishi Valmiki College of Education, Delhi University.

Das Gupta, S. (1961) Tagore's Asian Outlook, Nava Bharati, Kolkata.

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

Gandhi, M.K. (1968). Shantilal H. Shah Navjiwan Press, Ahmedabad.

Gangrade K.D (2001). Religion and Peace, A Gandhian Perspective, Gandhi Smriti and Darshan Samiti, New Delhi.

Ghosh, P.S. et.al (2000). Pluralism and Equality - Values in Indian Society and Politics. Sage Publications, New Delhi.

Gyatso Tenzin (1995). Opening the Mind and Generating a Good Hearth, The Fourteenth Dalai Lama Publisher Library of Tibetan Works and Archives.

Harris, I.M. (1998) Peace Education. McFarland, North Carolina, NCERT, New Delhi.

Jagadeesan (1998). Everyday Human Values, Sterling Publishers (P) Ltd., New Delhi.

Juergensmeyer, M.(2003) Gandhi's way - A Handbook of Conflict Resolution, Oxford University Press.

57

Kaur, B. (2006) Teaching of Peace and Conflict and Pride - School Histories of the Freedom Struggle in India. Penguin Books India Pvt, Ltd., New Delhi.

Kothari, L.S (2001). Education for Peace. Gandhi Smriti and Darshan Samiti, New Delhi.

Kumar,K (2006). Peace Lines. Penguin Publications, New Delhi, (In Press).

Kumar,K (2007). Shanti Shiksha Aur Gandhi. (in Hindi) Maharishi Valmiki College of Education, Delhi University.

Krishnamurti, J. (1997). The Flame of Attention. Krishnamurti Foundation Trust Ltd., London.

Maria, D. (2003). Trainer's Manual for Peace and Communal Harmony in the Classroom (compilation for private circulation). 11, Kalasagar, Mohanwadi, Yerawada, Pune - 410006.

Merchant, A.K. (2001). Education for a caring and Peaceful world - A Baha'I Viewpoint. Journal of Value Education, 1,

Ministry of Human Resource Development. (1993). Learning Without Burden: A Report of the Advisory Committee, (MHRD), Department of Education, New Delhi.

NCERT (2005) Education for Peace. Position Paper of National Focus Group, NCERT, New Delhi.

NCERT (2005) National Curriculum Framework. NCERT, New Delhi.

New Era Development Institute, (2002). Peace Education, Activities for Children - A Teacher's Guide. NEDI, Panchgani.

Pandey, S. (2004). Concept of Peace in 'Self-Instructional Package on Peace Education'. NCERT, New Delhi.

Peace and Value Education for Schools Teachers Manual, (2000), Publisher Dharma Bharati Hyderabad , A.P.

Sharma, R.N. (2007). Integral Thought of Sri Aurobindo, Shubhi Publications, Delhi.

Rushdy, S. (2005). Living in Harmony: Teacher's Manual. Vol.I to VIII, Oxford University Press.

Sahi, J. (2000). Education and Peace. Akshar Mudra, Pune.

Sumathi, S.(2005). Living in Harmony: A Course on Peace and Value Education. Book 1 to 8, Oxford University Press.

The Best of Speaking Tree,(2002) A Times Group Presentation in Association with Diviniti, Publisher : Bennett, Coleman and Co. Ltd., New Delhi.

58

The Mother (1998) Health and Healing in Yoga, Selection from the writings and talks of, Sri Aurobindo Ashram, Pondicherry.

Hant, T. N. (2004). Being Peace by, Nice Printing Press, Delhi

UNESCO (2001). Learning the Way to Peace - A Teacher's Guide to Peace Education. A.S. Balasooriya, UNESCO, New Delhi

UNESCO (2002), Learning to Be: A Holistic and Integrated Approach to Value Education for Human Development. Bangkok.

UNESCO (2005). Peace Education: Framework for Teacher Education. UNESCO, New Delhi.

Gyatso, T. (1995) Universal Responsibility and the Good HealthLibrary of Tibetan Works and Archires, Dharamshala,

Valson, T.(2006). Living in Harmony: A Course on Peace and Value Education. Oxford, New Delhi.

Vijay (2000). Meditation compiled from the writings of Sri Aurobindo and the Mother, Sri Aurobindo Society, Pondicherry.

Vyas R.N. (1987). Indian Wisdom and International Peace, Gian Publishing House, Delhi - 110007.

Journals

Journal of the Krishnamurti School. Krishnamurti Foundation of India, 124-126, Green ways Road, RA Puram, Chennai-600028.

The Awakening Ray. The Gnostic Centre, E-245 Geater Kailash part 1, New Delhi 110048

59

Websites on Peace The teachers were explored to internet and were given hands on experience to visit websites on peace education. They were provided with the following links to begin with. The trainees visited websites and noted the contents for further reference.

Appeal by the Nobel Peace Prize Laureates for a culture of peace and nonviolence for the children of the world: http://www.nobelweb.org/

Civic Education website: http://www.civnet.org/ Global Vision for Sustainability and Peace: http://www.global-vision.org/peace M. K. Gandhi Institute for Nonviolence: http://www.gandhiinstitute.org/ Progressive news: http://www.commondreams.org/ Washington Peace Center: http://www.washingtonpeacecenter.org/ Conflict Resolution curriculum, “Out on a Limb… A Guide to Getting Along.” Based at the

University of Illinois USA: http://www.urbanext.uiuc.edu/conflict/ The Conflict Resolution Information Source: http://www.crinfo.org/ Conflict Resolution Information Source http://beta.crinfo.org Educators for Social Responsibility: http://www.esrnational.org/ European Center for Conflict Prevention: http://www.euconflict.org UNESCO Culture of Peace: http://www3.unesco.org/iycp UNESCO Education: http://www.unesco.org/education/index.shtml UNESCO Education: Teaching and Learning for a Sustainable Future:

http://www.unesco.org/education/tlsf/ UNICEF Teachers Talking: http://www.unicef.org/teachers en.wikipedia.org/wiki/peace www.peace.edu nobelprize.org/nobel-prize/peace/faureates www.icpd.org www.sspconline.org www.globalpeaceworks.org www.usip.org/ www.peacemagazine.org www.globalpeacenow.com www.fmep.org/ www.peace-action.org www.peacebrigades.org www.pathways-to-peace.com www.combatantsforpeace.org www.woldpeace.org www.veteransforpeace.org www.peacemuseum.org www.peace.ca www.peacechild.org www.peacenews.info www.thepeacealliance.org www.peacefresno.org

60

www.votersforpeace.net www.sipri www.physicianforpeeace.org www.worldpeacefoundation.org www.peaceblogs.org Technoati.com/tag/peace

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Appendix-A

Assignment Submitted by Teachers

1.Peace and conflict in contemporary Society Pro-Peace Behaviors At Different Stages Of Development

As an Infant

Sharing: chocolates,

Smiling,Laughing

, playing,

Caring for: oneself, parents

As a Child

Sharing: chocolates, toys, As an Adolescent

Caring for: oneself ,friends

Gentle Smiles

Caring for: oneself, parents,and friends

Smiling,Laughing,

playing, Being happy

Sharing: books, secrets, Cooperation,

Playing,

Watching movies

and matches

As an Adult

Sharing:

cooperation,

the healthy relation.

Caring for: oneself, family. Empathy

Effective Communication, Appreciation for Diversity, Responsible Decision

Making, Coping with

emotions, Interpersonal

Relationships

62

2. Manifestations of Pro-peace behaviour at different stages of development

Main Points -

(1) At pre primary level

i. play and let other play

ii. never taking anything from others without their permission.

iii. loosing greediness and improving helpfulness

iv. respecting others

v. watching TVs it proper time.

(2) At primary level

i. behaving gently to other classmates

ii. becoming conscious of neighbors convenience

iii. helping guardians in daily life.

iv. making friends from any caste, creed ate

v. having non-feeling of gender disparity.

(3) At secondary level

i. being eco-friendly

ii. forming peace clubs

iii. maintaining law and order

iv. listening others carefully

v. having discipline maintaining attitude.

(4) At senior secondary level

i. making silent processions for peace

ii. having character building discussions

iii. peacemaking activities in society having an attitude of peace making at work

places - alma bibliotheca etc. to work as institution for peace.

2. Sources and types of conflicts and violence

Identifying situation and experience from one's own home, school, work as barriers to peace and reflections thereon At home (parent-parent, parent-child, sibling-sibling) Reason for conflict at home-

63

Low self and lack of confidence. Rigid role definition, providing no latitude, no capacity for change or growth. Attempting to be perfect according to someone else's definition. When the traditional role definition for women in today's society is reversed Poor communication before and during a marriage Comments like-you 're lazy, like your father.' You 're like your mother, you wouldn't

understand anything''. Personal problems at work, or excess workload, can cause blame and anger to be

directed at home. Abusive and aggressive modes of communication. Attempts to change a person well beyond their capacity. Dispute over bringing up of children. While most marital partners marry with every intention to honour the vows, many issues

develop overtime, which can lead to divorce, or a marriage devoid of feeling, love, and communication. Many marriages do not end in legal divorce, but many end in emotional divorce. Marriage is clearly a challenge and so many possibilities of conflict transformation need to be understood, anticipated and dealt with. Otherwise the causes can adversely affect the marital partners and their offspring /s and actually cause these dysfunction to reoccur through subsequent generations.

Children too undergo stress due to conflicts we, as adults, feel are inconsequential but they are actually life threating. At school Reason for conflict in the school -

Real or imagined threats of children. Problems with how information mend resources are dispensed Organizational and/or environment problems. Competing value or belief system. Personality conflicts. Schools decide the future of world citizens and, therefore, a huge responsibility rests

with the various partners associated with School education. Conflict resolution programmes and counseling will reduce intergroup tensions at various levels. At Work Place Reasons for Conflict at the Work Place -

Conflict of ideas, decisions or actions. Workplace violence- threats, insults, racial abuse, sexual harassment or physical

violence. Personality clash

Conflicts at work place are becoming commonplace and a reason for stress, hypertension, depression, heart attack and suicides. Whenever two or more people spend time together, the potential for conflict exists. And since differences cannot always be avoided, it's important to know how to handle on the job conflicts. Or, we would, in the future have an ailing working population.

64

2. Identifying situation and experience from one's own home, school, work as barriers to peace and reflections thereon ?kj o Ldwy dh] 'kkfUr dks ckf/kr djus okyh fLFkfr;ksa o vuqHkoksa dks igpkuuk vkSj

mu ij viuh izfrfdz;k fy[kuk A

ifjokj vkSj Ldwy lekt ds izeq[k vax gS A ;fn ifjokj esa 'kkfUriw.kZ okrkoj.k gks rFkk

mu ifjokjksa ds cPps ftu fo|ky;ksa esa i<+rs gS] ogkWa Hkh ;fn mUgsa 'kkfUriw.kZ <ax ls f'k{kk nh

tkrh gS] rks muls cuus okyk lekt o jk"Vz~ Lor% gh 'kkfUriw.kZ gksxk A ysfdu orZeku lekt esa

ifjokj vkSj Ldwy nksuksa gh txg va'kkfUr dk okrkoj.k fn[kkbZ iM+rk gS A

ifjokj ls % ifjokj ds 'kkUr okrkoj.k dks ckf/kr djus okyh dqN izeq[k fLFkfr;kWa ]

vuqHko %&

vkenuh gh u gksuk @ ;k bruh de gksuk fd ?kj [kpZ u py lds %

ftl ifjokj esa lnL; rks cgqr gS ij dekbZ djus okyk bUlku dksbZ u gks] ;k de] ,d

gh gks rks ml ifjokj esa [kpsZ tkuk vkSj vk; de gksxh A gj ifjokj ds lnL; dh

ewyHkwr lqfo/kk Hkh iwjh ugha gks ik;sxh] rks ml ifjokj esa 'kkfUriw.kZ okrkoj.k cjdjkj

jguk eqf'kdy gh ugh ukeqfdu gS A blls ifjokj lnL;ksa esa ijLij dM+okgV iSnk gks

tkrh gS A vkil esa vkjksi&izR;kjksi djusS ls conflict iSnk gksrk gS A vkSj ifjokj v'kkUr gksrk gS A bldk ifjokj ds cqtwxksZ vkSj cPpksa ij cM+k cqjk vlj gksrk gS A

mudh ewyHkwr lqfo/kk Ik;kZIr gks ugh ikrh] mudk [;ky dksbZ ugh j[krk A

ifj.kke % leLr ifjokj esa v'kkfUr] vlqj{kk dh Hkkouk gksrh gS A

izfrfdz;k % ,slh fLFkfr essa ifjokj ds lHkh lnL;ksa dks viuh vk; c<+kus dh dksf'k'k

djuh pkfg, A ?kj esa tks&tks O;fDr dke dj ldrs gS os lHkh dqN u dqN dke

djds

ifjokj dh vkenuh c<+k;s] viuh fQtwy [kpsZ ] vxj dksbZ O;lu gks rks igys og de

rFkk can djsa A vius ifjokj ds cPps] cqtwxksZ dk [;ky j[ksa rks bl ifjfLFkfr dks cnyk tk

ldrk gS A

,d nwljs ds fopkjksa o dk;ksZa esa rkyesy dk vHkko %

ifjokj ds dqN yksx vui<+ gksrs gS A dqN FkksMk&cgqr i<+s fy[ks blls oSpkfjd rkyesy

gksuk ifjokj esa eqf'kdy gksrk gS A ;fn lHkh lnL; ,d nwljs ds fopkjksa dks le>us dk

iz;kl ugha djsaxs rks vkilh eu&eqVko c<+sxk A ifjokj esa lkeatL; ugh jgsxk A vkSj

ifjokj esa v'kkfUr lnk ds fy, jgsxh A

izfrfdz;k %

ifjokj ds lHkh lnL;ksa dks ,d nwljs ds fopkjksa dks le>uk pkfg, A ges'kk fdlh fo"k;

ij lgefr cukdj dke fd;k tkuk pkfg, A ifjokj ds cPpksa ds Hkfo"; ds ckjs esa

ltx jguk t:jh gS A vkilh erHksn gks rks ijLij le>kSrs ls feVkus pkfg,A lHkh

lnL;ksa dks vkilh leUo; lksgknZ dh Hkkouk ls ifjokj ds lHkh dk;Z dks :fpiwoZd]

lgtrk ls djuk pkfg, A

65

Ldwy ls % 1- vleku dk;Z forj.k % fo|ky;ksa essa vdlj ns[kk tkrk gS fd]

tks yksxk vPNk dke djrs gS] mUgsa vkSj T;knk dke fn;k tkrk gS A ikB'kkyk ds

egRre pktksZ dk vleku forj.k fd;k tkrk gS A d{kkvksa dk dkyka'k forj.k Hkh

vleku gksrk gS rks ;s ckrsa erHksn mRiUu dj nsrh gs A

izfrfdz;k % fo|ky; ds izk/kkuk/;kid dk dke gS fd] ikB'kkyk dh lHkh dk;ksZa dks

leku foHkkftr djsa vkSj leku forfjr djsa A lHkh f'k{kd] deZpkjh esa lkeatL; cuh

jgs] 'kkfUr cus jgsa A izk;% ikB'kkyk esa dk;Z rFkk vf/kdkj forj.k esa ,slk ugh gksrk A

vkxs&ihNs djus okyksa dks vf/kdrj dke ls NqVdkjk fn;k tkrk gs A

fo|ky; esa Nk=ksa ij cyiwoZd cuk;k x;k vuq'kklu %

fo|ky; dh 'kkfUr ckf/kr djus okyh vuq'kklu fn[kkos dh dqN ckrs Hkh Ldwy dh

lHkh lnL;ksa dks vkgr djrh gS A

izfrfdz;k % cPpksa dks mudh bPNkuqlkj dk;Z djus dk volj fn;k tkuk pkfg, A x`gikB]

izkstsDV bR;kfn dk;Z cPpksa dks cks> u yxs] mudh fpark, u c<+kuh okyh gks A igyk dk;Z

iz;kZIr iw.kZ gksus ij gh nwljk fn;k tk; A dk;Z dk cks> u c<+s rks ikB'kkyk dk ekgksy

vkuane; jg ldrk gS A ikB'kkyk esa euksjatuh; ckrsa ges'kk gksrh jgs A

3. Gender equality

Script Writing ^ikB'kkyk ls ?kj vkrs gh fo'kky dks irk pyrk gS fd] nhnh vkSj ekWa dks ?kj vkus esa nsjh gks

ldrh gS] og lksprk gS fd vkt FkksMk dke djds fQj [ksyus tk;s A*

dey% ^vjs fo'kky] ;s D;k dj jgk gS \ vkaxu rw D;ksa >kM+ jgk gS ! rsjh nhnh ugh

vk;h gs D;k \*

fo'kky % gka dey] nhnh dks ikB'kkyk ls vkus esa vHkh nsj gS vkSj ekWa dks Hkh dke ls

NqV~Vh feyus esa vkt nsjh gks tk;sxh A blfy, eSaus lkspk fd] FkksM+k ?kj dk

dke dj ywWa] fQj ge [ksysa A

dey % vjs fo'kky ij >kMw&iksNk] crZu ekWatuk rks yM+fd;ksa dk dke gS] rw dSls dj

ldrk gs \

¼mrus esa fo'kky] dey ds vkSj Hkh nksLr vkrs gSa ½

dey % ns[kks latw\ euksgj] jkds'k fo'kky yM+d;ksa ds dke dj jgk gS] ns[kks--------gk-

gk- gks ;s yMdh cusxk A gk-gk-gk-

latw % yM+dh] yM+dh] ns[kks]ns[kks] yM+dh ! ns[kks yM+dh------¼lHkh galrs gS----½

66

euksgj % vkvks pys] vkt bl yM+dh dks ge [ksy esa ugha ysaxs A

¼fo'kky :Bdj cSB tkrk gs] ukjkt gksrk gS A ikB'kkyk [kRe dj liuk nhnh

?kj vkrh gS] ns[krh gS fo'kky ukjkt gksdj lhf<+;ksa ij cSBk gS A½

liuk % D;k ckr gS] fo'kky nksLrksa ds lkFk vkt [ksyuk ugha gS A

fo'kky % ^ugha* buds lkFk dHkh ugha [ksywaxk A* os lkjs cqjs gS A

liuk % vjs] vjs D;k ckr gS HkkbZ] vkt xkM+h nwljs iVjh ij D;ksa py jgh gs A

jkst rks mUgha ds lkFk [ksyrs gS

& ¼mrus esa ekWa vkrh gS A½

fo'kky% ekWa] eq>s crkvks] >kMw&iksNk D;k yMfd;ksa dk dke gksrk gS \*

ekWa % ;s rw D;ksa iwN jgk gS \

fo'kky % ekWa] tYnh crkvks uk ! esjs lkjs nksLr eq>s galdj dgus yxs rw >kMw& iksNk

djrk gS ] rw yM+dh gS] gekjs lkFk ugha [ksysaxk A

¼rHkh latw] dey] euksgj lHkh vkrs gS ½

liuk % D;ksa] latw] dey vkius fo'kky dks >kMw&iksNk djus ls yM+dh dgk \

ekWa % jgus Hkh ns liuk A ns[kks] cPpksa vkvks cSBks] ,d ckr /;ku j[kuk dke] dke

gksrk gS] yM+fd;ksa dk dke yM+dksa dk dke ugha gksrk A vius ?kj ds dke

dks ftEesnkjh gekjh viuh lcdh gksrh gS A lcds lkFk feydj vxj dksbZ

dke fd;k tk; rks og tYnh rFkk vPNk gksrk gS vkSj fny dks lqdwu nsrk

gSA

latw] dey] euksgj % ekSlh gesa ekQ djuk] gels xYrh gks x;h A pyks fo'kky vkvks] [ksysa]

rqe gekjs lcls I;kjs nksLr gks] tks viuk dke dj [ksyrs gks A

4.Conflict Resolution, skills and staregies Perceiving Conflicts In Alternative Perspectives-Analysis Of Situations And Preparing Write-Ups eq>s Ldwy esa lqcg dh Morning Assembly djokus dk cgqr 'kkSd gS A eq>s yxrk gS fd vxj cPpksa ds fnu dh 'kq:vkr cf<+;k <ax ls gksxh rks cPps lkjk fnu [kq'k jgrs gSa eSa lqcg

cPpksa dks izkFkZuk Music ds lkFk djokrk gwWa] mlds ckn cPpksa dh d{kk ds vuqlkj jkstkuk

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fopkj] vPNh dfork,a] ckn esa jkstkuk [kcjsa fQj jk"Vz~h; xku A bl rjg eSa jkstkuk viuk

'kkSd vkSj cPps viuh [kq'kh iwjh djrs Fks A

chp esa dqN fnu cPpksa dh lqcg dh Morning Assembly esa fxurh de gksuh 'kq: gks xbZ A eq>s le> ugha vk jgk FAk fd eSa rks vkxs ls Hkh cf<+;k dke djrk gwWa ijUrq cPps

lqcg Assembly esa de vkrs gS A cgqr xkSj ls ns[kus ds ckn eq>s irk pyk fd esjs gh Ldwy

dh ,d v/;kfidk tks ;ksx dh Vz`sfuax ys dj vkbZ Fkh A ml v/;kfidk dks Hkh 'kkSd iSnk gqvk

fd cPpksa dks lqcg ;ksx djok;k tk, A ckr rks vPNh Fkh ysfdu eq>s ;g vPNk ugha yx jgk

Fkk fd vxj ;ksxk djokuk gS rks lHkh cPpks dks djok;k tk, ukfd dqN cPpksa dks] bl rjg

ge nksuksa esa NksVk lk fookn iSnk gks x;k A

lqcg dh z esa le; ds vuqlkj] jkstkuk ;ksx gksuk lEHko ugha Fkk A dqN fnuksa ds ckn ge nksuksa pk; ihus ds fy, cSBs vkSj bl ckr ij fopkj fd;k A Morning Assembly t:jh Hkh gS vkSj esjk 'kkSd Hkh A bl rjg ;ksx vkidk 'kkSd gS vkSj cPpksa ds fy, Hkh Bhd gS A

ge nksuksa us cMs+ I;kj ls 'kkfUr ls ;g QSlyk fy;k fd lqcg ds le; Morning Assembly esa gh vki gQ~rs esa dqN fnu lc cPpksa dks ;ksx djok,Wa vkSj ckdh lc dqN oSlk gh pyrk jgsxk A

bl rjg ge nksuksa dk conflict nwj gks x;h vkSj ge 'kkfUr ls vius vius 'kkSd iwjs djrs gS lHkh cPps Hkh bl ckr ls cgqr [kq'k gS A

Perceiving Conflicts In Alternative Perspectives-Analysis Of Situations And Preparing Write-Up

thou esa la?k"kZ dk gksuk] ,d fujUrj pyus okyh izfdz;k gS A la?k"kZ (conflict) ds fcuk thou ;k=k laHko gh ugh gSa A ysfdu muesa dqN la?k"kZ (conflict) ,sls gksrs gS tks U;k; vkSj 'kkfUr c<+kus esa lgk;rk nsrs gSa dqN ,sls gksrs gS tks gesa fujk'kk dj

nsrs gS A ,slk gh ,d la?k"kZ gS fookn (conflict) ftlls eq>s igys rks feyh fujk'kk vkSj ckn esa feyk U;k; vkSj 'kkfUr A

,d ckj esjh Ldwy dh lkroha d{kk ds lHkh cPps fidfud tkus dk izksxzke cuk;k A bldk irk Ldwy LVkWQ vfHkHkkod vkSj ,p-,e-] fdlh dks ugha yxk] oks vius vki

gh iSls bDV~Bs djds fo|ky; esa vuqcU/k ij yxh] cl ds Mz~kboj o dUMDVj ls

feydj Ldwy le; ds ckn fidfud tkus dk fu'p; fd;k A ftl fnu mudks tkuk

Fkk] ml fnu izkFkZuk lHkk ls iwoZ ,d yM+dk esjs ikl vk;k vkSj cksyk & lj A ;s

iSls j[k yhft,] eSa izkFkZuk ls okil vkdj vki ls ys ywxkWa A esjs iwNus ij dh

fdlds iSls gS ] rks mlus crk;k fd ge dqN cPps H.M ls Lohd`fr ysdj cl esa jkstkuk gekjs lkFk tkus okyh nks v/;kfidkvksa ds lkFk fidfud tk jgs gSa ] mlh ds

iSls gsa A eSaus oks iSls vius ikl j[k fy;s A tc eSaa LVkWQ :e esa oks iSls fxu

jgk Fkk rks H.M lj vk x;s vkSj iwNk fdlds iSls fxu jgs gks] eSaus yM+ds ds }kjk dgh gqbZ lkjh ckr muls dg nh A oks lqudj pys x;s A bl fo"k; esa eSaus vkSj

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mUgksaus vf/kd tkuus dk iz;kl ugha fd;k A cPps ml fnu Ldwy ds ckn fidfud

tkdj vk x;s A vxys fnu jfookj Fkk A lkseokj dks lkjs Ldwy esa ;s ckr QSy

xbZ fd Ldwy ds dqN cPps fcuk H.M dh Lohdfr fy,] fcuk fdlh v/;kid ds] fidfud tkdj vk x;s A H.M lj us eq>s vius dejs esa cqyk;k vkSj esjs gkFk esa

,d Ik= Fkek fn;k A ftlesa fy[kk Fkk fd bl ?kVuk ds fy, vki ftEesnkj gSa ]

vki ml d{kk ds d{kk/;kid Hkh gS ] vkids dgus ls gh cPps fidfud x;s Fks A

eSaus H.M lj dks cgqr le>kkus dk iz;kl fd;k fd blesa esjk dksbZ nks"k ugha gS A ysfdu oks ugha ekus vkSj dgk fyf[kr esa tokc nks fd vkius ,slk D;ksa fd;k \ eq>s

cgqr xqLlk vk jgk Fkk] eSa vR;f/kd ijs'kku Hkh gks x;k Fkk] fpfUrr Hkh Fkk fd

dgha ukSdjh u pyh tk;] D;ksafd ml le; eSa vLFkkbZ ¼izkscslu vof/k½ Fkk A

e/;kUrj ds ckn eSa ml d{kk lkroh esa i<+kus x;k A i<+kus dk eu ugha dj jgk

Fkk] blfy, cPpksa ls vius vki i<+us dks dgdj dqlhZ ij cSB x;k A ml fookn

(conflict) dk dksbZ lek/kku eq>s utj ugha vk jgk Fkk A rHkh ,d nks cPpksa us iqNk& lj A vkt vki mnkl D;ksa yx jgs gks \ eSaus mudks lkjh ckr crkbZ A ckr

lkjh d{kk dks irk pyh rks d{kk ds lHkh cPps cksys& lj A blesa vkidk dksbZ nks"k

ugha gs] ge vius vki fidfud x;s Fks ] ge lc viuh xyrh Lohdkj djrs gSa A

vkSj ;s ckr crkus ds fy, ge lHkh cPps H.M lj ds ikl tk jgs gS A

cPpksa us lkjh ?kVuk fy[kdj] ,d iUus esa lHkh ds gLrk{kj djokdj ekQh ukes ds

:Ik esa nsus ds fy, H.M ds ikl pys x;s A cPpksa us mlesa ;s Hkh fy[kk Fkk fd blesa mu lj dk dksbZ nks"k ugha gS A H.M lj us ekQh ukek ns[kdj] cPpksa dh lkjh ckr lqudj] eq>s funksZ"k ekuk vkSj cPpksa dks dqN ltk nsdj] ,slk dke vkxs

dHkh u djus dh fgnk;r nsdj Nks fn;k A bl izdkj cPpksa dh lR;okfnrk ls eq>s

U;k; vkSj 'kfUr izkIr gqbZ vksj ;s lans'k feyk fd lPpkbz Nqi ugha ldrh] cukoV ds

mlwyksa ls A [kq'kcw vk ugha ldrh dHkh dkxt ds Qwyksa ls * ,d fookn Hkh

(conflict) lgk;d cuk] U;k; vkSj 'kkfUr dk ekxZ crkus esa A

Perceiving conflicts in alternative perspectives-Analysis of situations and preparing write-up

leL;k & ,d cPps ds cSx esa ls fVfQu pksjh gks tkus dh A

lek/kku & Dykl esa cPps feM&Ms ehy ds fy, vius crZu ysdj vkrs gSa A ,d fnu ,d

cPph ¼nhik½ jkssrh gqbZ vkbZ vkSj crkus yxh eSMe esjk u;k [kkus dk fMCck fdlh us pqjk fy;k

gS vkSj eq>s fo'okl gS fd oks mlds ¼Hkwjh½ ds ikl gS A iwjs fo'okl ds lkFk og crk jgh

Fkh A ubZ gksus ds dkj.k eSa cPpksa ds LoHkko ds ckjs esa T;knk ugha tkurh Fkh 'kk;n eq>s ,d

gh lIrkg gqvk Fkk ml Dykl esa tkrs gq, A brus de le; esa cPpksa ds uke o muds ckjs esas

tkuuk eqf'dy gS] ysfdu Dykl Vhpj gksus ds dkj.k og esjs ikl vk;h A bl leL;k ds

lek/kku gsrq eSaus loZizFke Hkwjh ds xzqi dh lkfFk;ksa dks vius ikl cqyk;k Hkwjh mlesa ugha Fkh eSaus

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iwNk og dgkWa gs mldh fe= us dgk fd oks isV esa nnZ gksus ds dkj.k ?kj pyh x;h A eq>s

dqN 'kd gqvk ysfdu eSaus Hkwjh ds ?kj ds cks esa Hkh FkksM+h iwNrkN dh A [kSj FkksM+h nsj ckn

tc Hkwjh eq>s fn[kk;h iM+h rks eSaus mls cqykdj mlls iwNk ¼I;kj ls½ csVk vki ?kj D;ksa x;h Fkh

A og cksyh& esjh ekWa ?kj is ugha Fkh og eq>ls dg x;h Fkh fd chp esa vkdj ?kj ns[k ysuk

AfQj eSaus fVfQu ds ckjs esa iwNk rks og ldidkdj tokc nsus yxh A FkksM+k vkSj iwNus ij

mlus Lohdkj dj fy;k fd mlus fVfQu pqjk;k Fkk vkSj ?kj ij j[kus x;h Fkkh A esjs dgus ij

og nksckjk ?kj x;h vkSj fVfQu okil yk;h A eSaus mls ekjk ;k MkaVk ugha cfYd I;kj ls iwNk

vkSj ckn esa mls le>k;k fd pksjh djuk cgqr xyr gS A vkxs ls /;ku j[kwaxh dgdj og pyh

x;h A

6. Identity Is identity - A means or an end?

Is Identity a means or an end? I was sure I had not understood his question. I kept on thinking about it till all thoughts abandoned me. Then I decided to brainstorm the question part by part in my own mind. Maybe a proper analysis would lead to a conclusive decision. With this in mind, I asked myself the second part of the question - Is Identity an end in itself?

No, I told myself. It can't be Identity cannot be the end. If my Identity is not my own (I was told this last week in one of the sessions) and if was something that was given to me by others, how can it be the end? Besides, (and this is my own realization!) Identity is never static. Parts of my Identity have changed over the years. I was a student once. Now I am a teacher. I was a daughter, a sister. Now I am a mother as well. So, I concluded - something as alien and as volatile as Identity cannot be the end, the goal.

But soon, another nagging question cropped up - What is the goal then? Brainstorming this was very difficult. Long hours were spent browsing the Net, trying to read Sri Aurobindo, Swami Vivekananda and Mahatma Gandhi. For Sri Aurobindo, the end or final stage is the birth of a new individual fully formed by the supramental power, the same power that enables the universe to be created in the first place from our of a Divine Source. (The Life Divine book II ch.27-28). According to Vivekananda, the only goal of every human being is to make efforts to remove his/her ignorance and become one with Brahman. That is the culmination and destiny of every human endeavour. The base of Gandhi's system of beliefs is his view of the nature of ultimate reality. This he refers to not as Brahman but as Satya or Truth, a term derived from sat, or Being. Satya or Truth alone can truly be the end. The three great men have also quoted in length over the means to be adopted to reach their respective goals.

I patted myself. I had done a good job. I understood what the three 'mahapurush' have said on means and end. But soon I realized I was no Aurobndo, Vivekananda or Gandhi. How can their end goal be my end goal? I am a very very very ordinary human being, fond of all the goal good things in life. I kept asking myself - what is my goal? Ten years (or five, or one) down the line what would I like to achieve? Dresses? Car? House? Money? I had all. Then, what? I had no answer. I was leading an aimless life up to now, I realized.

I kept on prodding myself till realised it was Happiness. Yes, I would like to be happy, genuinely happy. There have been moments in my life when I was sad, depressed and lonely. So I cherish and would cherish every moment of happiness coming my way. That should be my goal. That is my goal.

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And now will I achieve Happiness? Should I run around in the world in search of it? Or, will I have to look for it in books? I am already lost in the wilderness of knowledge, of information, of experience. Above all, there is my Super ego, my Anger, my Jealousy, my Hatred and what not. When I am jealous of, or angry at someone I actually experience the state of jealousy or anger. My Identity is threatened because my Super-ego is injured. So, how do I achieve Happiness?

IDENTITY yes, in Identity lays the clue. Identity is the means. The only way out is to get rid of my borrowed Identity, my changing Identity. I had to stop thinking of myself in terms of my Identity. I had to find my Self. I had, therefore, a look within, get rid of my negativity, and find Happiness in the calmness of my own Self.

Is my goal attainable, or is simply utopian? I do not know. I can simply try - try to bring about transformation within myself; get rid of the materialistic Self that seeks fleeting illusionary pleasures and find out the Humanitarian Self that looks for pleasures that are more enduring. In the process, maybe, I will not achieve absolute Happiness but I can achieve relative Happiness,can I not ? And therefore, according to me this dichotomy between means and end is meaningless. Every step towards transformation of the Identity will be a process as well as a product, means as well as the end. One of the verses in the Upanishad says, You are what your deepest nature is As your nature, so is your will As your will is, so is your deed. As your deed is, so is your destiny. (Brihadaranyaka Upanishad) 2. Is Identity - A Means Or An End?

Identity is dualistic concept. It can be a means as well as a final goal in life. This dualistic concept of identity can also be a simultaneous process, where both self-identity and collective identity be it of a nation or a peer group goes hand in hand.

A mind goes through a stage of moratorium - a psychological stage between childhood and adulthood i.e. between the morality learned by the child and the ethics to be developed by the adult. In such a vulnerable condition one needs a strong sense of self and to develop a sense of purpose for one's life. This process or aspect of life calls upon everyone to locate a purpose or a goal. With all the physiological revolution going on in an adolescent, one embarks upon an independent journey to find one's identity; hence one is ever ready to install lasting idols and ideals for a final identity.

All the childhood identifications now start getting integrated. This is a spontaneous process and being so it can either be liberating or absorbing or a mix of both i.e. the integration now leads to ego identity, sexual identity and a lot of role confusion. This may disturb the young minds and to keep themselves together they tend to temporarily over identity. This initiates the stage of "falling, in love", where they start finding their identities in their partners and confide in each other.

There is also a variable bond between identity and education. Education moulds the identity of a person-the historical identity, the national identity all are part and parcel of education. Hence to some extent education curbs the uniqueness of an individual and the freedom of an individual to form an "out-group" identity.

This leads to another dimension of identity, the simultaneous-dual concept, the collective self. Where on one hand one feels or urges to have an independent identity on the other hand one also craves to be one among the rest. After all man is a social animal, he is

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nothing without his community or tribe or the society at large. While on one side he attempts to be different from the rest at the same time he makes sure that he does that in the sphere of sameness and collectively. Thus he also pledges to have a group identity. This concept here becomes a means rather than an end. A means to achieve success, a means to achieve fulfillment, to achieve a sense of security and satisfaction. It is correctly said that collective identity is a received feeling. Hence to grow into an adult and live life thereafter is a consequence of finding a final identity, resolving identity crisis and also conflict resolution of the role confusion, which may prevail for some time. To conclude May I have the audacity to say

DLrwjh dqaMyh clS ex <aw<S cu ekfg A

7 .Family Role 1. Talk on Parenting fiz; vfHkHkkodx.k]

ueLdkj]

eq>s bl ckr dk g"kZ gs fd vki lHkh ;gkWa mifLFAr gSa A vkidh mifLFkfr ;g n'kkzZrk

gs fd vki lHkh vius cPpksa dh ns[kHkky vkSj f'k{kk esa vfHk:fp j[krs gSa A cs'kd tks vius

etnwjksa ds dk;Z dk fujh{k.k djrs jgrs gSa Amudk dk;Z etnwj le; vkSj Hkyh&Hkkafr djrs gSa A

fu'p; gh dksbZ Hkh O;fDr lEiw.kZ ugha gksrk vkSj dksbZ Hkh fd;k x;k dk;Z loksZre ugha

gksrk A eryc ;g fd lq/kkj vksj ifjektZu dh xqtkab'k ges'kk cuh jgrh gs A vr% gekjs }kjk

fd;k x;k dk;Z lcls vPNk ugha gS vkSj geus xyfr;kWa Hkh dh gS A vc ckr ;g fd xyfr;kWa

dSls lq/kkjh tk,Wa \ dSls ge f'k{kk iznku djsa rkfd cPps fo'o Lrj ds lH; ukxfjd cu ldsa

\ bl dk;Z esa vki lc dk lg;ksx vfr vko';d gS A f'k{kd rks egt ekxZn'kZd gS vkSj

cPps dks dk;Z djus ds izsfjr dj ldrk gS A ifjokj izFke ikB'kkyk gS vkSj ekrk izFke

f'kf{kdk gS A ifjokj lkekftdj.k dk dsUnz gS rks fo|ky; esa lkekftdj.k dh izfdz;k dks uohu

izk:I nsus dk dk;Z gksrk gs A ifjokj dk okrkoj.k cPpksa ds vuqdwy gks A muds }kjk fd;s tkus

okys dk;Z ds fy, mUgsa LoPN ,oa Lora= volj feys A os tks dqN Hkh djuk pkgrs gSa mUgsa

djus nsuk pkfg, A mUgsa vkRefuHkZj jgrs gq, fu.kZ; ysus dh Lora=rk gksuh pkfg, A blls muds

O;fDrRo dk leqfpr fodkl gksxk A cPps cgqr dqN tkurs gSa A mudh Hkh viuh le> gksrh gS

A ge viuh ekU;rk,a ,oa iwokZxzg mu ij Fkksi nsrs gSa tks muds euksuqdwy ugha gksrk vkSj os

dqafBr gksus yxrs gSa A LokHkkfod rkSj ij mudk ijh{kk ifj.kke izHkkfor gks tkrk gS A vr%

vko';drk gS vius cPpksa dks le>us dh vkSj mUgsa vPNs dk;Z djus gsrq izsfjr djus dh A

ge cPpksa dks muds vf/kdkj nsa vkSj mUgsa 'kkafriw.kZ ,oa vkuUniwoZd thou O;rhr djus

dk volj iznku djsa A mUgsa vius sthou ds voljksa dks [kqn cukus vkSj pquus dk volj

nsa A

vk'kk gS] vki yksx bu ckrksa ij /;ku nsrs gq, fo|ky; vkSj f'k{kd dk lg;ksx djsaxs

vkSj vius cPps dk Hkfo"; mTtoy cuk;saxsa A/kU;okn

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2. A Talk For Effective Parenting

Dear Parents,

First of all, I would like to thank all of you for taking time out of your busy schedule to

be present here. I know how important your time is, but equally important are your children for

whom you are here today.

No teacher can shape the life of a child the way a parent can. You are your child's best

teacher. What your child learns from you lasts a lifetime. Your child is continually imbibing

positive and negative values from the daily events in the family. Parental support,

communication and encouragement are essential for your child to grow up to be a successful

and confident human being. It is you who can transform your child's nightmares into dreams.

Times have changes. The world has become too complex, full of problems that are intricately

interconnected- problems of terrorism, poverty, unemployment, population explosion and

environmental degradation, to name a few. The world is also interrelated as never before. A

ripple inone part of the world can be felt far and wide. In such a world the child him/her find

the way out of the complexities of the world.

Never panic when your child is not doing well academically. Each child is unique. Each

child is talented in some field. It may not be academic. It may be sports, music ordance.

Understand your child's talent and help him nurture it. Help your child fulfill his/her dream.

Nurture your child's self-esteem. Your tone of voice, your body language, and your expressions

are absorbed by your child. Your words and actions as a parent affect your child's developing

self-esteem more than anything else. Praising your child's accomplishments, however small,

will make him or her feel proud; letting your child do things independently will make him or

her feel capable and strong.

Give your Child the Most Precious Gift of All - Your Time. I know many amongst you

are working couples and it is not that easy to take out time from your busy schedule. But the

fact is that today's children have special challenges to face and choices in life are not going to be

that easy. Your spending time with your child will help the child take decision and make and

honest path in life.

It is my sincere desire that both you and the school work in close partnership to shape

the destiny of your child, to make him/her an independent, creative individual and a good

human being. For this we have to work in close association, sharing ideas as often as possible.

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Thank you parents, once again for spending time with us.

8.Pedagogy for Peace

Class Room Rules For Building A Culture Of Peace

ftudh yEckbZ dze gks] os Nk= vkxs ds csap ij cSBsxsa A Ldwy cSx lgh LFkku ij j[kk tk, A Dykl yhMj f'k{kd ds vkus ds iwoZ gh pkWd] MLVj bR;kfn ykdj j[k nsa A sf'k{kd dks iz'u dzfed :Ik ls iwNk tk, A lquus dh {kerk dks c<+kuk A NsM+[kkuh ugha djuk A vkil esa >xM+k ugha djuk A oxZ esa 'kkfUr cuk, j[kuk A oxZ ls ckgj ,d ckj esa nks ls T;knk cPps ckgj ugha fudys A f'k{kd dh ckr /;ku ls lquuk A iz'u iwNus ds fy, gkFk [kM+ A djuk A lekurk ds vk/kkj ij dk;Z djuk A vkil esa esy feyki ls jguk A Nwvk&Nwr dh Hkkouk ugha j[kuk A

,d fnu izkFkZuk ds le; iz/kkuk/;kid us Nk=ksa dh rjQ ns[kdj dgk fd lHkh Nk= Mz~sl

esa vk;s A 2&3 fnu ds ckn iqu% iz/kkuk/;kid us izkFkZuk ds ckn Nk=ksa dks Mzz~sl u igu dj

vouch ij fo|ky; ls pys tkus dks dgk A ,d Nk= vkdj crk;k fd mldk Mz~sl QV x;k

gS A flyok ywxka rc igu dj vkmWaxk A ysfdu iz/kkuk/;kid ugha ekus mls

Hkh pys tkus dks dgk A

dqN nsj ckn xkWao ds dqN yksx Ldwy vk x;s vkSj iz/kkuk/;kid ls xekZxeZ ckrsa djus

yxs A cM+h eqf'kdy ls ckrsa lekIr gqbZ A ;g ?kVuk eu dks Nw x;h A eSa xkao dk jgus okyk

gwWa A xkWao esa xjhc cPps cM+h eqf'kdy ls i<+us vkrs gSa vxj xjhc cPpksa dks blh rjg f'k{kd

izekf.kr djsaxs rc f'k{kk dk fodkl dSls gks ik;sxk A iz/kkuk/;kid dks dBksj dne mBkus ds

igys ekufld :i ls rS;kj gksdj ;g dne mBkuk pkfg;s A

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1. Lesson Plan Lesson : "The Cruel Boy" Class : IV

OBJECTIVES LEARNING EXPERIENCES Evaluatio

n

TEACHER'S ACTIVITY STUDENT'S ACTIVITY

-To appreciate the poem ''The cruel boy''. -To enable students read the poem silently. -To enable students read the poem aloud with correct pronunciation and pause. -To sensitise students about the caged monkey's situation. - To enable students write shorts sentences on their understanding of cruelty in different situations. - To sensitise students about the environmental issue.

- The teacher would greet the class. If there's any problem then she would try to settle it, otherwise handle it outside if it seems a bigger problem later. - The teacher would distribute a sheet of pictures to each pair of students and instruct to look at the pictures, discusses with each other about them for 4/5 min. - The teacher would then initiate the discussion around the two pictures. - The teacher would ask " Give one word which describes the pictures". The word would be written on the black board with few blanks for students to guess. C--E--Y - After that teacher would tell students to open the book to Pg. 96 and read the poem " The Cruel Boy" silently twice. - The teacher will tell 2 students to read out the poem. - The teacher will also read the poem aloud once with pauses & correct pronunciation. - Instead of telling the gist of the poem to students, she would elicit responses from them through the given questions. 1) Where is the monkey? 2) Where do you think the cage is and what is the boy doing there? 3) What does the boy give to the monkey? And why does he do so? 4) What does the monkey do when the boy throws the sweet? & why? 5) What is wrapped in the wrapper? 6) How does the monkey feel? 7) How does the boy feel? What do you

- The students also greet the teacher. - The students discuss the two pictures with each other. - Different views may arise in the discussion. - With some help the students would get the word. - The students would read the poem silently. - 2 students will read out the poem. - The students will listen to the teacher read out the poem. - The students

75

think? 8) Why does the boy do that? 9) Why does the poet use ' cruel' instead of 'naughty' to describe the boy? How are the words different from each other? - The teacher would then give a writing activity to do. Eg : 1) If a friend is cruel She will not share food with me. 2)If a teacher is cruel …………… 3)If a father is cruel……….. 4) If a boy/girl is cruel………… 5) If a boy/girl is cruel ……….. 6) If a sister/brother is cruel ……….. - The teacher may tell students to make a collage.

will try to respond to the questions related to the poem. - The students then will write in their copies. - The students would make collage in groups.

77

2. Lesson Plan

TOPIC - WATER O WATER CLASS - III SUB. - EVS. TOTAL STRENGHTS - 40 Competency/ competencies

Expected Learning Outcome

Activities Planned Group Size

Role Definition Teacher's Role Student Role

Values Evaluation

OBSERVATION UNDERSTANDING GROUP ACTIVITY

- To enable the children to understand the shapelessness (quality) of water.

- To enable the children to understand the different source of water.

- To sensitive the important of water in our day to day

#ACTIVITY NO.1 RAPID FIRE ROUND SIMPLE QUESTIONS WOULD BE ASKED TO RELATE THE USE OF WATER IN EVERY DAY LIFE SINCE MORNING. - what did you use to wash your face?

- what are the things used to brush your t teeth? -what do you drink when you feel thirsty?

- what do you use to take bath?

- what do you

Small group size 6-8 in one group

- Guidance - Help the

children to do the activity.

- Help the children make the list.

- Concept will be given by the teacher with power point presentation.

# Children would do the activity with help of the teacher. # They would observed the exp. And draw inferences and would inculate the feeling of cooperation and understanding. # They would be able to understand the value of and important of harmony

Tolerance Cooperation Harmony Adjustment Awareness about water sources Conservation

-Chart on sources of water would be shown to the children and they would discuss on the sources of water. QUESTIONS: # What are the uses of water? # What are the characteristics of water? # What would happen to us

78

life. - To inculcate the feeling of cooperation and understanding.

- To make them understand the value of harmony.

- To make them understand the value of natural resources.

- Awareness about rotating them and to preserve them.

- Properties of water can be compared with the

need to wash your clothes?

# ACTIVITY NO: 2 - Divide the class into five groups of eight students in each.

- Different sizes vessels would be kept on the table with a waterjug.

- Teacher would be asked to any child of the class to pour water in the vessels and to mix colour powder in it.

- Teacher would ask the children to observe the activity.

- Children would observe the different shapes of water kept in different vessels

- Two minutes time would be given to children to think about.

- Teacher

water.

if there is no water on earth? # Write three sentences on " A day without Water." # And Gods Precious gifts is "water" HOME WORK Collect the different sources of water write which sources of water are used for drinking purpose?

79

properties of peaceful person.

would ask them(to each group)' what have you observed?

- Teacher would explain the activities water has no definite shape or colour or smell of its own. It takes the shape of the container.Many solids are soluble in water.

- Teacher would read the last two stanzas of the poem with the children.

- Children would be asked to make the list of the sources of water.Teacher would observe and guide the children.

- A power point presentation on water and its sources would be shown to children by the teacher.

9. Evaluation Of Peace Related Outcomes Assignment Rating Good

Teachers

1. Treat all students equally by providing opportunity to every one for questioning and expressing

2. Encourage all children to ask questions and share their views in the class.

3. Do not get annoyed with the mistakes made by students.

4. Have lots of patience with every one.

5. Are very humorous.

6. Flexible in applying rules.

7. Are mostly very predictable.ss

8. Do not loose temper easily

9. Apologize to students for causing any unintended hurt or mistake.

10. Use friendly nods or pats for encouraging students’ behaviour. 11. Encourage students’ participation while doing group work. 12. Have readiness to work with students. 13. Are skillful in verbal communication. 14. Are always ready to listen to students to resolve their grievances.

15. Give equal importance to all the students.

16. Forgive the students but encourages them to refrain from breaking rules.

17. Have created a culture in the class, which is governed by respect, trust and love.

18. Do not give physical punishment.

19. Work with students rather then giving orders.

20. Take interest in the welfare of students.

21. Are approachable for all students.

22. Keep confidences of students.

23. Students do not feel humiliated in his/ her presence.

24. Very humble and humane.

25. Offer help on their own.

Students

1. Enjoy participating in the group activities like Saraswati Pooja,

Tyagaraja Aradhana etc.

81

2. Incidences of conflict have reduced.

3. Self restraint is visible in the behaviour

4. Share food with classmates.

5. Attend the morning assembly regularly.

6. Enjoy doing manual work in the school premises and kitchen garden.

7. Help others who are physically weak.

8. Do not cause physical harm to others.

9. Listen carefully when others talk.

10. Incidences of damage to school property have been reduced.

11. Accept defeat gracefully and congratulate the opponent.

12. Relate subject knowledge to various aspects of peace such as while teaching

polymers and polythene

13. Resourcefulness to help others in distress has increased

14. There is less noise in the corridors.

15. Respect elders/teachers.

16. Don't indulge in physical violence.

17. Do not bully.

18. Don’t abuse others.

19. Students are seen doing work.

20. Students interact with teachers.

21. Have access to Principal.

22. Students engage more in productive and creative activities in the school

23. Are compassionate even with animals.

24. Are responsible towards school property.

25. Community participation have been reported by parents

School ethos

1. There is decrease in latecomers.

2. The principal/ teachers welcome students personally in the morning

3. Greater exchange of pleasantries among teachers and students are visible.

4. Students' participation in the morning assembly has increased.

5. Students frequently visit principal's room also.

6. Principal is often seen talking with group of students in and off the corridors

82

7. The staff of the school is courteous to student visiting them

8. The number of parents visiting school has increased.

9. The themes on bulletin board is updated and maintained by students independently.

10. The themes on bulletin board include topics related to peace viz.environment

pollution, self-discipline, gender sensitivity, social justice, and relationships.etc.

11. There is overall cleanliness in school.

12. Students pool resources for school activities, such as cricket kit, football, work in

kitchen garden, flowerbeds etc.

13. Student's behaviour in interschool competitions is highly disciplined and unprovoked.

14. There are no incidences of physical violence in the school.

15. Corporal punishment is absent.

Discipline related matters are mutually discussed and debated by students and teachers

10.Reflection on Concepts of Peace

The sessions on the concept of peace and peace education wherein the teachers discussed

about inner peace, social justice, tolerance, conflicts and violence encouraged teachers to

reflect on their own context and experiences. Some of the reflections are presented below: Discrimination Non-violence

Deprivation, degradation, makes people immoral, unhappy selfish. Discrimination between a boy child and a girl is still there in our social mind. This gender discrimination is so deep rooted in our mind that though she loves her girl child she does not know or is not aware of the fact that she is discriminating her girl of her rights.

Non-violence stood for an alternative vision of all. The non violent world stood for the dignity and autonomy of the individual, respect for human rights, irrespective of sex, colour or creed, it meant a principled life- message of self sacrifice.

83

Concern for peace Cooperation

During the exercise one of my team

members realized my problem and

shared his small piece and I also

shared a rectangular piece with him

to finish our problem of "square

making". Realization is that due to

lack of helping attitude, some do not

want to share their things." I want

more" feeling, brings social Injustice

and inequality. Still hopes are there as

someone wants to change.

orZeku lekt esa 'kkafr ds fy, mHkjrk

fparu One thing I'll remember about

today's Reading/lesson is what are

the causes of violence & what is it's

intensity. I am finding hard right

now to believe that violence is

problem over all world. I understood

today that the solution is from

primary stage itself.

84

i;kZoj.k

Mindfulness

i;kZoj.k ds izfr gesa laosnu'khy gksuk pkfg, A

tkus vUtkus gh ge iznw"k.k QSyk dj Ik;kZoj.k

iznwf"kr dj jgs gS A dy dkj[kkuksa ls fudyrs

ukys vkSj ?kqvkWa gekjh i`Foh ds fy, [krjk cu

xbZ gS A ;fn geus le; jgrs bl ij fu;a=.k

ugha fd;k rks i`Foh ij thou dh dYiuk dfBu

gks tk,xh A vkstksu fNnz ds dkj.k fo'oLrjh;

Hkh"k.k xehZ ls fge fi?ky dj leqnzh tyLrj esa

Hkkjh o`f} dj jgk gS A D;k ge i`Foh NksM+dj

dgha vU; atkdj cl ldrs gS \ D;k ;g

lcdsa fy, laHko gS \ D;k ge vkusokyh

fojklr ds fy, ;gh NksM+dj tk jgs gS] D;k

gekjs lHkh fdz;kdyki Js;Ldj gS \ fu'p; gh

gesa i`Foh dks cpkuk pkfg, arkfd vkusokyh ih<+h

dk thou lq[k ls Hkjk gks A

Education for peace does not mean resolution of conflicts only, the mind itself should change. No external influence like, caste, religion etc. should break that mindfulness, and Situation should be like that no one is ready to fight. Here lies the education for peace not

Self Development

The sessions on self development and listening skills had great impact on the teachers' attitudes towards temselves and children. Their reflections revealed their understanding that faulty listening is root cause of many problems. It is important that we must create fear less atmosphere in the class for encouraging self- faulty expression

Non verbal communication Self Discipline

geus ;g lh[kk fd 'kkfUr Hkax dSls

gksrh gS\ ge nwljs dh Hkkoukvksa dks

tkus fcuk] viuh ckr ,oa gjdrksa ls

nwljksa dks izHkkfor djrs gS] ge Lo;a

lkspsa fd tc ge 'kkUr jguk pkgrs

gSa] fdlh fo"k; ij euu djuk pkgrs

gSa ;k vkjaHk djuk pkgrs gS] i<+uk

pkgrs gSa rks ml le; dksbZ gesa

ck/kk igqpk;sa ¼v'kkUr djsa rks dSlk

yxrk gSa A

blds i'pkr~ d{kk d{k esa &fo|ky; esa LVkQ

,oa cPpksa ds e/;] f'k{kd ¼ fo"k;k/;kid½

rFkk vU; v/;kidksa ds lkFk] lketaL;

LFkkfir djuk pkfg, rFkk lH; ok.kh dk

iz;ksx djuk pkfg;s A Nk= dh dqN fof'k"V

ijs'kkfu;kWa gksrh gS] ftUgs vuns[kk dj mls nwj

fd;k tk ldrk gSa A ckj&ckj vuq'kklu ls

og ijs'kkfu;kWa c<+rh tk;sxh] vr% cPps dh

Lok;rrk~ ls gh vuq'kklu Lo;a cusxk] rFkk

LokHkkfodrk ls 'kkfUr LFkkfir gksxh A

85

Communication Environment for listening

bl ikB ls eq>s ,d vkSj ckr dk Kku gqvk tks eq>s

igys irk ugha FAk] og ;s dh] communication esa &7% verbal -58% Gesture -35% Voice tone dk ;ksxnku gksrk gS A

vkt dh bl ls'ku ds izFke ikB esa eq>s ;kn jgus okyh

ckr ;g yxh] fd dgus lquus ds fy, ,d ekgkSy dh

t:jr gksrh gS] le; dh t:jr gksrh gSA

vkt dh bl ls'ku ds izFke

ikB esa eq>s ;kn jgus okyh

ckr ;g yxh] fd dgus lquus

ds fy, ,d ekgkSy dh

t:jr gksrh gS] le; dh

t:jr gksrh gS A

Understanding feeling Non Verbal Communication

geus lh[kk fd gekjs mfpr gko Hkko]

nwljksa ds eu esa] ;k nwljksa ds gko

Hkko gekjs eu esa la/k"kZ dh rFkk

aruko dh fLFkfr iSnk djrs gS A gesa

[kq'k jgdj nwljksa ds lkFk feyuk

pkfg, A rkfd fdlh izdkj dk ruko

mRiuu u gks A gj ckr dks /;ku ls

lquuk rFkk mls egRo nsuk vfr

vko';d gS A

eq>s bl ikB ds }kjk vkSj ,d

ckr dk irk pyh gS fd] cPpksa

ds fopkj vkSj Hkkouk dks le>uk

f'k{kd ds fy, vR;ar t:jh gS

A

86

Pedagogy for Peace The sessions on Pedagogy and Whole School Approach brought about reflection on the way teachers teach different subjects and how it influences students interest and motivate them to learn and adjust to their cultural environment

ikB~; iqLrdksa ls 'kkfUr

vkt ge cPpksa dks tks Hkh i<+krs gS

mldk ifj.kke gesa 20 o"kksZa ds i'pkr~

fn[ksxk A v/;;u {ks= esa rks vHkh rhj

deku ds lkFk d][k]x] ?k dks cPpksa

dks le>kk;k tkrk gS A vkt ns'k esa

ikap yk[k ls Hkh vf/kd v/;kid gS]

ftUgsa ,u-lh-bZ-vkj-Vh-] ,l-lh-bZ-vkj-Vh

bR;kfn txgksa ij izf'k{k.k fn;k tkrk

gSA

lkekftd foKku vkSj ukxfjdrk

gesa lkekftd foKku esa cPpksa dks tkfr] /keZ

ij vk/kkfjr jk"Vz~okn dh f'k{kk u nsdj

ukxfjdrk ij vk/kkfjr jk"Vz~okn dh f'k{kk

nsuh pkfg,Alkekftd foKku esa Hkkjr

foHkktu fo"k; dks Ik<krsa le;] fgUnqvksa vkSj

eqlyekuksa ds n`f"Vdks.k cPpksa dks u crkdj

igys gesa ;g crkus dk iz;kl djuk pkfg,

fd] foHkktu ds le; vke yksxks ij D;k

chrh\ oks yksx lPpk vFkZ esa foHkktu pkgrs

Fksa ;k ugh \

lkekftd foKku dh le{k f'k{kk

oLrqr% ge dbZ ckj tkus&vUtkus ;k fcuk euu fd;s ikB~; iqLrd

bl izdkj cukrsa gS ftlls va'kkfr ijks{kr% QSyrh gSAge fglak djrs

gq, fp= ;k lUnHkZ izdkf'kr dj nsrs gS A fo'o Lrj ij vc ,sls

ikB~;iqLrd dk fuEkkZ.k fd;k tk; tks 'kkafr QSykrk gks A vkus

okyh ih<+h ds lHkh ukxfjd fo'oO;kih 'kkafr dh ckr djrs gS ,oa

mlds fy, dk;Z djrs gks A ;fn fdlh iqLrd esa fgalk dh ppkZ]

gks rks ge f'k{kdksa dks pkfg, fd ml fcUnq dks lekIr djrs gq,

;k ml ij de izdk'k Mkyrs gq, vkSj ftl izdj.k dks fo'ks"k #i

ls cy nsdj f'k{kk iznku djsa A

87

11.Book review

iqLrd leh{kk

^f'k{kk ds fofo/k vk;ke & ekrk firk ls

laLd`fr lkfgR;

ys[kd % fxtqHkkbZ c/ksdk

i`"B % 118

ewY; % 150@&

ge ;g le>rs gS fd cPps dk tUe gksuk vkSj mldk cM+k gksuk LokHkkfod gS A

ijUrq mldk lgh <+x ls fodkl gksuk egRoiw.kZ fo"k; gS ftldh ppkZ djus esa ge ladksp

djrs gS A fxtqHkkbZ c/ksdk dh iqLrd ^f'k{kk ds fofo/k vk;ke & ekrk firk ls¥ esa foLrkj

ls bl fo"k; ij mYys[k fd;k gS A

cPps dk tUe nksuksa ekrk firk ds g"kZ vkSj mYykl dk dkj.k gksrk gS] fdUrq dgha Hkh

;g [kq'kh ml cPps ds ykyu ikyu esa ifjofrZr ugha gksrh gS A MkVWuk MiVuk] ekjuk ihVuk

;k ykHk vkSj Hk; fn[kkdj ekrk&firk vius vkWa[k ds rkjs dks fur&izfrfnu fo"kSyk tgj fiykrs

gSa] ftlls ekufld rkSj ij mldk iw.kZr% fodkl ugha gksrk A ckyd Mj ds dkj.k xanh

vknrks esa iM+ tkrk gS A og vkSjksa dks Hkh Mj ls ns[krk gS D;ksafd mls Mj dh Hkk"kk dk]

I;kj vkSj 'kkafr dh Hkk"kk ls vf/kd Kku gksxk A og mldk iz;ksx jkstejkZ dh ftnaxh esa

djsxk vkSj mldk xqYkke cu tk,xkA

fxtqHkkbZ dk ekuuk gS fd cPpk iw.kZ :Ik esa ,d euq"; gS vkSj blfy, mls lc izdkj

dh lqfo/kk,a feyuh pkfg, tks cM+ksa dks feyrh gS tSls fd vknj vkSj lEeku A ?kj esa ,slk

,d dksuk] t:jh pkgsa vyx dejk u gks] tgkWa og vkjke ls [ksy lds] tgkWa phtsa mldh

lgqfy;r ds fglkc ls j[kh xbZ gks] vyekjh esa phtsa mldh igqWap esa gksa] bR;kfn A ys[kd dk

rkRi;Z ;g gS fd ckyd blls Lora= gksuk lh[k tkrk gS] tc mls viuk dke Lo;a djus dk

Hkjiwj ekSdk feyrk gS rks mlds dne lqtukRedrk dh vkSj vius vki c<+rs gS A

laaxhr oknu] fp=dyk bR;kfn dyk;sa ek= ckfydkvksa dk fodkl gh ugha djrh cfYd

ckydksa dk Hkh Hkjiwj fodkl djus esa enn djrh gS A ys[kd us ckyd dh LoPNrk] mldh

iks'kkd] mlds fodkl ds fy, [ksy vkfn fo"k;ksa ij foLrkj ls ppkZ dh gS A bl iqLrd esa

,d v/;k; dkQh jkspd gS ftldk 'kh"kZd gS & ^/kuokuksa ls¥ A os crkrs gS D;ksa vk;k]

ukSdj] V~;w'ku f'k{kd ugh gksus pkfg,] vkSj vxj gksa rks dSls gksus pkfg, A mudk dguk gS

fd ekrk firk ckyd us t:jr ds fy, ukSdj ns[kdj mls xqyke cuk nsrs gSa A

88

iqLrd leh{kk

ukjh f'k{kk ds fy, tu psruk

vuqokn oLrqr% nwljs Hkk"kk esa of.kZr fo"k;&oLrq dh vkRek dks ml Hkk"kk esa mdsjuk gS

A fo"k;&oLrq dh vfuok;Zrk vkSj Hkk"kk;h vko';drk vuqokn dks izfsjr djrh gS A dFkk'kSyh

esa fyf[kr ^;g tokcnkjh fdldh \¥ ckyd`".k cksdhy dh ewy ejkBh iqLrd dk fgUnh

vuqokn lqHknzk ekyoh }kjk fd;k x;k gS A tSlk fd uke ls gh fofnr gS ^tokcnsgh viuh

;k lektdh ij xgu ppkZ bl iqLrd esa gSa A

de Ik<+h&fy[kh jatuk 'kgj ls i<+&fy[kdj tc xkWao okil ykSVrh gS rks mls vius

xkWao dh efgykvksa ds fiNM+s gksus dks ,glkl gksrk gS A iq:"k ckgj fudy i<+&fy[k ysrs gS]

ysfdu efgyk,Wa ?kj dh pkj nhokjh esa dSn ijns ds vanj iq:"kksa ls vklku thou O;rhr dj

jgh gSa A vkSj ,d fnu jatuk xkWao dh iapk;r esa ljiap lfgr vius ekrk&firk] HkkbZ lfgr

lekt ds vU; O;fDr;ksa ls ;g QSlyk djus ds fy, dgrh gS fd efgykvksa dks f'kf{kr ekWa

dks vui<+ j[kdj vius cPps dks lgh ek;us esa dSls f'kf{kr dj ik;sxh \ D;k iq:"k vkSj

vui<+ ekWa cPps dks lH; ukxfjd cukus esa leku :i ls Hkwfedk fuHkkrs gS \

^lc yksx vius tokc nsdj] nwljs ij Mky

nsrs gS A [kqn vyx gks tkrs gSa A lc yksx

gkykr dks nks"k nsrs gSa ;k nwljksa dks A rc ge

D;k djsa \ ge yM+fd;ksa dks] bu efgykvksa dks

f'k{kk nsus dh tokcnkjh fdldh gS \¥

oLrqr% ukjh f'k{kk ds izfr xkWaoksa esa ikjaifjd n`f"Vdks.k ij iz'u fpg~u [kM+k djrh ;g iqLrd

vius mn~ns'; eas iw.kZr% lQy ikbZ xbZ A ,d efgyk] tks mldh lkl ekWa ;k ukuh gS] Hkyk

dc pkgrh gS fd ?kj ds vkWaxu dh ngyht yka?kdj ckgj fudy ukjh f'k{kk xzg.k djs A

ijaijk dh tathj dks rksM+uk 'kk;n efgykvksa ds fy, dfBu gS A iapk;r esa jatuk }kjk Mkys

x;s izdk'k ,ao viukbZ xbZ 'kakfriw.kZ izfd;k ,ao viukbZ xbZ 'kakfriw.kZ izfdz;k ds dkj.k og

lekt ds Bsdsnkjksa ds vkWa[kksa dh iV~Vh [kksyus esa dke;kc gksrh gS A varr& xkWao esa ukjh dsUnz

dh lekfIr gks tkrh gS A

cs'kd iqLrd NksVh gS] ijUrq fo"k;&oLrq dh vfHkO;fDr esa l{ke gS A dFkkud ds

lkFk bZekunkjh cjrrs gq, 'kSyh ij /;ku j[kk x;k gS A ;g vyx ckr gS fd dFkk

dgha&dgha cksf>y curh yxrh gS vkSj dFkk esa jkspdrk dk ;nk&dnk vHkko ns[kk x;k gS A

fQj Hkh vius Li"V vfHkO;fDr ds lkFk ys[kd de 'kCnksa ds lkFk gh de dkxt dk iz;ksx

dj fo"k;&oLrq dks mHkkjus esa lQy jgs gSa A ;g iqLrd lkekftd tu psruk ds fodkl gsrq

,d ljkguh; ,ao lQy dne gS A

89

The Book Review

iqLrd dk uke % ^f'k{kd dSls gks¥

ys[kd % ek;kjke irax

eqwY; % 75 :i;ss

izdk'kd % izfeHkk izfr"Bku] ubZ fnYyh

i`"B la[;k 80

bl iqLrd esa ys[kd us vNwrs igyqvksa dks Li'kZ fd;k gS A ftuls f'k{kd izf'k{k.k

ikB~;dze esa Hkh vNwrs jg tkrs gS A f'k{kd dSls gks \ bl iz'u dk mRrj vyx vyx Lrj

ij vyx vyx izdkj ls fn;k tk ldrk gS A ys[kd us ,d pkSng i[kqfMa;ksa dk Qwy dk

fuekZ.k fd;k gS A gj ia[kqMh viuh vuqHko [kw'kcw nsrh gS A izFke ia[kqMh viuh vuqHko [kw'kcw

nsrh gS A izFke ia[kqMh esa ¼izdj.k½ f'k{k.k O;olk; ds izfr fu"Bk fdl xgjkbZ dh gks] ;k uk

gks ;s ckr crk;h gS A vkt fLFkfr D;k \ bl ij izdk'k Mkyk gS A f'k{kd ds nkf;Ro dh

ckr dh gS rFkk] lekt dk nkf;Ro Hkh os crkus ugha Hkwysa gS A

izdj.k nks esa ^f'k{kd Lok/;k;¥ dh efgek ys[kd us crk;h gS A jl isjks dh xfjek

c<+kus dh rjdhc vxj dksbZ gS] rks og ^Lok/;k;¥ gS A vxj f'k{kd dks dqN dks larks"k ikuk

gS rks og Lo/;;u ls feysxk A fdlh fo"k; dh xgjkbZ rd tkus ds fy, v/;;u dh jkg

lcls vPNh gksxh A ^Lok/;k; dk vfHkizk; gS Loa; dh larqf"V ;s ckr ;gkWa rd lhfer

j[kuk Bhd ugha gS A¥ mls Nk=ksa rd ys tkuk pkfg, A

fofHkUu f'k{kk i}fr ij vxyh dM+h ys[k fy[kh gS A exj ;s cgqr laf{kIr yxrh gS

A bldk dkj.k v/;kiu esa dksbZ Hkh i}fr Lo;aiw.kZ ;k loksZre ugh gksrh ;s gks ldrk gS A

;gkWa ikBd dks Loar=rk nh x;h gS] ys[kd dqN ca/ku esa cka/kdj fdlh f'k{kk i}fr dh

odkyr djuk ugh pkgrk A ^f'k{k.k ds dqN loZekU; fl}kar¥ bl izdj.k esa ljy ls dfBu

dh vksj] Kku ls vKku dh vksj] nksgjkuk] lexz ls [kaM dh vksj bu fl}krksa dks vkSj xgjkbZ

dh t:jr Fkh A vkSj dqN mnkgj.k nsus vko';d Fks A oDr rFkk iz;ksx] vuqHko dh FkksM+h

deh ys[kd us eglwl dh gksxh A f'k{kd foosd ds fy;s ;gkWa txg NksVh gksxh ,slh esjh

/kkj.kk gS A

^ckydksa ls ckrphr* ;s foHkkx dqN yqHkkrk gS A f'k{kd dks ckyd ds lkFk ckrphr

esa cukoVhiu ugha vkus nsuk pkfg, A ;g ys[kd dh fgnk;r vPNh yxh A ckydksa ls

ckrphr djuk ,d dyk gS A mudh Hkkoukvksa dks le>us dh ;gh ,d jkg f'k{kd ds ikl

gksrh gS A

vxyh ia[kM+h gS ^f'k{kd dk O;ogkj* fouezrk f'k{kd dk xq.k ekuk tkrk gS A mlus

fo|k i<+h gS A og fo|k i<+krk gS A fo|k rks fouezrk nsrh gS A mldk izFke izek.k

v/;kid ij iMk gqvk fn[kkbZ nsuk pkfg, A f'k{kd dk O;ogkj lekt ds izfr dSlk gksuk

pkfg, ;s ckr crkuk ;gka ys[kd Hkwy x;s A viuh d{kk] viuh ikB'kkyk ;gkWa rd ys[kd us

f'k{kd dks lhfer j[kk A lekt vkSj ns'k ds izfr Hkh tks O;ogkj nkf;Ro gS mls mtkxj

djuk t:jh gksrk gS A

90

vxys izdj.k esa ys[kd fy[krs gS fd] f'k{kd % uSfrd f'k{kk dh /kqjh gS A ;s

okLrfod dfBukbZ gS fd] uSfrd f'k{kk ij cksyus ds fy, izR;sd f'k{kd dk eukscy rS;kj ugha

gS A mlds fy, Lo;a uSfrdrk dk ikyu djuk vko';d gksrk gS A ubZ ih<+h vkSj mudh

uSfrdrk dks dkSu ugh tkurk A D;k blds fy, ys[kd ftEesnkj ugha gS A ge lHkh ftEesnkj

ugha gSsA ^lkaLd`frd dk;Zdzeksa esa f'k{kd dh Hkwfedk* D;k gksuh pkfg, ml ckjs esa ys[kd us

dqN d`fr;kWa crkbZ gS A lky Hkj dk le; i=d] dk;Zdze if=dk cukdj mldk vxyh

ikB'kkyk esa gks ldrh gS A

^l`tukRed izo`fRr ds ckydksa dh f'k{kk esa ^f'k{kd dh Hkwfedk* bl izdj.k esa ys[kd

us izd`fr dh igpku ds fy, dqN fcUnq fn;s gS & 1- mPp ckSf}d Lrj 2- vfHkO;fDr dk

n{krk 3- fu"iki ;k eklwe 4- fojks/k lgus dh {kerk 5- lq>ko Lohdkj djus okyk 6-

fopkjksa dk izokg vkfn vkSj f'k{kd dh Hkwfedk % 1- vfHkizjs.kk 2- fouksn gkl&ifjgkl 3-

vkRefo'okl 4- ekSfydrk 5- lekjkRed n`f"Vdks.k 6- lgh ewY;kadu 7- ckSf}d ftKklk bR;kfn

eqnksa ij f'k{kd Hkwfedk gksuh pkfg, A

f'k{kd viuh xkfjek cuk;s j[kus ds fy, fujarj v/;;u djrs gS A f'k{kd ds fy,

fujarj v/;;u dk egRo D;k gS] ;g ckr ys[kd us ;gkWa jkspd jhfr ls is'k dh gs A

f'k{kd v/;;u {kerk c<+kus ds fy, tks laLFkk;sa dke djrh gS] mudh tkudkjh Hkh bl

izdj.k esa nh gS A

;fn f'k{kd cuus ls iwoZ ;g iqLrd i<+ yh tk; rks fuf'pr ,d lQy f'k{kd dk

fuekZ.k gksxk A f'k{kd gksus ds i'pkr~ i<+ yh vkSj bZekunkjh ls ml ij vkpj.k gqvk rks Hkh

f'k{kd ds O;fDrRo esa 'kr izfr'kr fu[kkj vk,xk A bl NksVh ls fdrkc dks gj ,d O;fDr

us tks f'k{kk ls lacaf/kr gks ;k uk gks ,d ckj vo'; i<+uk pkfg, A f'k{kd dh xkfjek

cuk;s j[kus ds fy, Lo;a f'k{kd dks gh vkxs vkuk gS A lekt dh vis{kk dks tkuuk gS fd]

^f'k{kd dSls gks * \

91

APPENDIX B

List of the Participants of the Training Course on Peace Education for Teachers from 4th June to 13th July 2007 Andhra Pradesh 1. Mr.Sundarada Appa Rao Mandala Parishad Primary School Kottam, S Kote (ML) Dist: Vizianagaram Andhra Pradesh - 535145 2. Mr. N. Ramakrishnaiah Secondary Grade Teacher M.P.P.School, Rambatlapalli Gottipudi post Thottrambedu Mandal Chittoor District Pin - 517536 3. Mr. Rasineni. Ramanaidu. M.P.U.P. School Papampeta Anantapur ( Mandal) Rural. Anantapur (District) A.P. Pin : 515003 4. Mr. R.Mogili Z.P.S.S. Peddakodepaka Via : Parkal, Mandal - Shayampet Dist. - Warangal A.P Assam 5. Sri Utpal Boro A.T. Chengelimara High School Vill: Chengelimara Dist: Sonitpur Assam Pin: 784103

92

Bihar 6. Mr.Chandra Bhushan Prasad Singh Primary School Mohjamma (Durga Asthan) Post-Mohjamma, Durga Asthan Vill.- Guaspur P.S. - Paroo Dist.- Muzaffar Pur Bihar Pin : 843107 7. Jh dkS'ky dqekj

izkFkfed fo|ky; gfj'kadj

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8- jatu dqekj

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Delhi 9. Mrs.Anita Mishra B5 Andrewsganj Extension New Delhi-110049 10. Mrs. Preetima Khandelwal Sarvodaya Kanya Vidyalaya Raj Nagar, Part-I , Palam New Delhi-110045 11. Miss Devika Sharma Indraprastha International School Sector-10, Dwarka New Delhi -110075 Gujarat 12. Shri Vaghela Arvind Kumar Prabhu Bhai The Sarvjanik Vidyalaya, Hinglot Bharuch Gujarat

93

Haryana 13. Shri Sanjeev Kumar G.P.S. Budhera Block-Nilokheri, Karnal Haryana - 132157 Kerala 14. Mr.Assainar M. S.N.M.H.S.School, Parappanangadi Dist: Malappuram Kerala Pin: 676303 Karnataka 15. Mr.K.N.Prabhu Deva Govt.Pre-University College, Doddaballapur Dist: Bangalore Rural Karnataka Pin: 561203 Maharashtra 16. Mr. Dilip Dattatray Phalatankar P.M.C.School No.151 B Baner, Pune - 411045, Government School Maharashtra 17. gseUr dqekj jk- Hkxr

f=-Ik-izkFAfed 'kkyk isMxko

eq-isMxko iks-&foapkackisu

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18. Mr. Lokesh Marotirao Nilewad Z.P. High School, Lahan Tal. - Ardhapur Dist: Nanded Maharashtra - 431704

94

Pondicherry 19. Mr.Radjamohane.R Govt.H.S.School, Indira Nagar Dist : Puducherry (Pondicherry) Pin : 605001 Uttrakhand 20. Jh lhrkjke flUgk

xk;=h fo|kihB] 'kkafrdqat] gfj}kj

mRrjk[k.M 249161

21. Mr. Dataram Gairola G.Jr.H.S Mahar Goun Kirtinagar, Tehri Garhwal Uttarakhand - 249161 Utter Pradesh 22 Ms. Anjali Verma (A.T.) Prathmic Vidyalaya Sherrot-I Block - Allhepur, District - Bijnor Uttar Pradesh -246747

23. Mr. Virendra K. Agarwal Primary School Rustamgarh Vill.- Kukra Block - Sadar, Muzaffar Nagar U.P.-25100 Chattisgarh 24. Mr. Krishna Nand Pandey Govt. M.S. Badhawandand P.O. - Khodri Dist.- Bilaspur (C.G.) Pin : 495117 25. Mr. Lala Ram Sahu Vill.- Sirrabhath P.O.- Haldi. Tha.- Gunderdehi Dist.- Durg (C.G.) 26. Smt. Tripta Kashyap Govt. Primary School Ruabandha, Bhilai Nagar Dist.- Durg,

Chhattisgarh

95

Navodaya Vidyalaya 27. Shri Guru Prasad Javahar Navodaya Vidyalaya Pipersand. Sarojini Nagar

Lucknow-226005 West Bengal 28. Mrs Ratna Chakravarti Kendriya Vidayalaya Ballygunj Circular Road Maidan Camp, Kolkatta - 700019 Punjab 29. Gurpreet Singh Govt. Girls Sr. Secondary School Old Talwndi Road Zira Dist Firozpur - 142047 Punjab 30. Smt. Sunita Kapur Govt. Girls Sr. Secondary School, Sector - 20 B Chandigarh Punjab Pin - 0172 - 2700720 31. Dr. Nagendra Nath. Mishra Kendriya Vidyalaya No. 1 Hathi Badkala Dehradun Uttarakhand - 248001 Demonstration Schools of R.I.E's of N.C.E.R.T. Madhya Pradesh 32. Shri. S.M.Hasan PGT. DMS. R.I.E R.I.E. Shyamla Hills Bhopal - 462013 M.P. Rajasthan 33. Mr. Hari Om Sharma TGT Sanskrit D.M.S., R.I.E, Ajmer Rajasthan - 305004

96

List of the Participants of the Training Course on Peace Education for Teachers 30th May 2006 to 7th July 2006 ANDHRA PRADESH 1. SHRI. PESARU LINGA REDDY

M.P. Primary School, B.C. Colony, Madhapur, Mandal: Thurka Pally Distt. Nalgonda Andhra Pradesh-508116

2. SHRI. GIRIDHAR REDDY REPAKA

M.P. Primary School Vill. Muneerabad, Post: Jalalpoor Mandal-Bommalaramaram Distt. Nalgonda Andhra Pradesh-508126

3. SHRI. S. DHANUNJAY

Centre Primary School Bommala Ramaram Nalgonda Andhara Pradesh-508126

4. MS.S.A.JOSEPHINE

Sr.Gr.Teacher Municipal Corporation School No.52 Guntur Urban, Andhra Pradesh Pin-522002

BIHAR 5. SHRI. AMAR NATH MISHRA

Non-Tag Primary School Kothia Barai Tal, Tajpur Vill. Kothia Distt. Samastipur Bihar-848101

6. SHRI BHAGWAN PANDEY Govt. Zila School Arrah, Arrah, Bhojpur Bihar

97

HARYANA 7. SHRI BRAHAM PRAKASH SCERT Haryana Gurgaon Haryana-000122001 8. MS. SARITA SCERT Haryana Gurgaon Haryana-000122001 9. Mrs. NEGI HUKMA MEHTA C/o Shri Rattan Singh T.G.T. Sanskrit Kendriya Vidyalaya N.1 Ambala Cantt. Haryana-133001 KARNATAKA 10. SHRI.H.S.PURUSHOTHAMA D.V.S comp. Pu College High School Secion Shimoga- Karnataka-577201 11. SHRI. CHANNAPPA MADIVALAPPA HORTI K.B.S.K. Budihal L.T. TQ: Basavan-Bagewadi Bijaur Karnataka-586208 12. SHRI SHIVAPPA B DESHNUR Teacher HPS Tegur School Taluk Dharwad District Dharwad Karnataka-580008 MADHYA PRADESH 13. SHRI DHIRENDRA SINGH TOMAR Govt. H.S.School Naveen Girls Tulsi Nagar Bhopal Madhya Pradesh-462003

98

MAHARASHTRA 14. MRS. ROHINI SHANKARRAO JADHAV Pune Municipal Coporation Dadoji Konddev Prathmik Vidyalaya Kasba Peth Pune City Maharashtra-411011 ORISSA 15. SHRI BALADEB PRASAD UPADHYAYA At- Town Balarampur Madanpur Mohabir U.P. School (Govt.) At/PO: Madanpur Distt. Kendrapara Orissa-754246 16. SHRI NALINI KANTA SENAPATI Primary School, Ambagam (Deployed as CRCC, DPEP/SSA, Mathalput) Vill. Mathalput, VIA: DAMANJODI Distt. Koraput Orissa-763008

99

PONDICHERRY 17. SHRI. THIRU V. RAGHURAMAN Govt. Higher Sec. School Thavalakuppam Pondicherry-605007 PUNJAB 18. SHRI.RAJESH SHARMA Socially Useful Productive- Work Teacher Jawahar Navodaya Vidyalaya Mahianwala Kalan Dist. Ferozepur Punjab RAJASTHAN 19. MRS. SUNITA KUMARI J.K. Modi Govt. Girls Sr. Sec. School Jhunjhunu Distt. Jhunjhunu Rajasthan-333001 SIKKIM 20. SHRI BASU DEV ADHIKARI PGT (English) Ranka Sr. Sec.School Dhajay, East Sikkim-737101 21. SHRI TRIBHUWAN DHAKAL Patuk- Chandey J.H.S. (E) P.O.KoKaley (Singtam) East Sikkim-737134

100

UTTAR PRADESH 22. SHRI MOHINDER PANDEY Primary School Sarai Sarai Gudauli Distt. Lucknow Uttar Pradesh 23. SHRI NARENDRA KUMAR Primary School Karsanda Distt. Lucknow Uttar Pradesh-22600 WEST BENGAL 24. SHRI RABISANKAR RAYCHAUDHUR Burnpur Boys’ High School (H.S) Burnpur Bardhaman R.I.E. 25. SMT.KAMLESH MARKAM T.G.T (Social Science) D.M.School Regional Institute of Education Bhopal (Madhya Pradesh) .26. SHRI K.NAGENDRAP D.M.School Regional Institute of Education Sachivalaya Marg (NCERT) Bhubaneswar-751022.(Orissa) 27. DR. V. VENKATACHALA PGT in Physical Education D.M.School Regional Institute of Education Mysore-570 006 Karnataka

101

JHARKHAND 28. Jh jke ukjk;.k ik.Ms; ¼lgk;d f'k{kd½

mPp fo|ky; rekM+] Mkd?kj&rekM

ftyk&jkWaph ¼>kj[k.M½

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DELHI 29. Jh jke izdk'k 'kekZ

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30. SHRI.K.P.TEVALHRA TGT (SST) Govt. Boys Sr.Sec.School No, 2 Model Town (Delhi) 31. DR.YOGESH KUMAR TONK Lecturer (Agriculture) Govt.Co.Ed.Sr.Sec.School Singhu, Delhi-40 D.O.B-01.04.1968 32. SHRI.VINOD KUMAR MISHRA Music Teacher Nigam Vidyalaya Begumpur, Malviya Nagar New Delhi-110017

102

List of candidates admitted to the Training Course on Peace Education for Teachers from June 6 to July 15, 2005 Andhra Pradesh 1. Mrs. V. Padma Jyothi ZPHS Jharasangam Jharasangam (Mandal) Medak Ph. – 08451-288946 Andhra Pradesh 2. Shri Kodamanchili Ravinag Joshi M.P.P. School P.C. Gattu/Penumantra West Godavari - 534124 e-mail: psy_rag@rediffmail.com Andhra Pradesh Chhattisgarh 3. Shri Ram Kumar Verma Govt. Middle School Sector – XI, Zone-II Khursipar, Bhilai Distt- Durg- 490011 Chhattisgarh 4. Shri Michael Minj U. D.T., J.N. Pandey Govt. M.H.S. School Raipur Chhattisgarh 5. Shri Sanjay Panday Shaskiya Purva Madhyamik Shala KalyanPur Sankul Aandi Dongargad Rajbad Village - 491445 Chhatisgarh

103

Delhi 6. Mrs. Sunita Kapoor SBBM Sarvodaya Vidyalam Shankaracharya Marg Delhi-110054 7. Mrs. Navinita Chowdhury G.G.S.S. School New Ashok Nagar Delhi- 110092 8. Shri Karamvir Singh Govt. Boys Sr. Sec. School P-II (Kamdhenu) Mangolpuri Ph. - 27922691 Delhi – 83 Haryana 9. Shri. Pawan Kumar Govt. Primary School Baba Ladana Kaithal - 136027 Haryana J & K 10. Shri Mohd. Shafi Bhat BPS – Baji Bagh Pampore Pulnama - 192121 J&K 11. Shri Gh. Nabi Bhat Govt. Boys Higher Sec. School Handwara Kupwara - 193221 J&K

104

Karnataka 12. Mrs.Shakuntala S. Salimath Govt. High Sec. Kerawadi Haveri - 581106 Karnataka 13. Shri Mallikarjun Doddmani Govt. H.School, Mehkar Bidar Karnataka Madhya Pradesh 14. Dr. Mrs. Uma Tiwari Govt. Kasturba H.S. School Bhopal - 46200 Madhya Pradesh Maharastra 15. Shri. Ashok B. Gadekar Shri Ganesh Vidyaashti Ashti. Tal-Ashti Beed. DT. -414203 Maharastra 16. Dr.Umesh Prasad Singh K.V.Ajni Nagpur-14203 Maharashtra Orissa 17. Shri Prabeer Sahu Pubusahu Nodal Upper Primary School Khordha - 752055 Orissa Punjab 18. Mrs. Indira Sharma J.N.V Fatehpur Rajputan P.o.SANOUR Distt. Patiala -147103 Punjab

105

Rajasthan 19. Shri DwarkaPrasad Khichi Rajkiya Ucch Prathmik Vidyalaya Sanvali Sanvali, Lakshman Garh Seekar – 332311 Ph. – 01573-224678 Rajasthan Tamil Nadu 20. Shri N. Raju Govt.H.S.School Vill. Perambakam Distt. Triuvallur-631402 Tamil Nadu Uttaranchal 21. Shri. Rajesh Kumar Singh Govt. Hr. Sec. School Karmi Kapkote Bageshwar - 263632 Uttaranchal Uttar Pradesh 22. Shri. Gorakh Nath Junior High School Pachautha Block - Sriduttganj Balrampur - 271607 Uttar Prades West Bengal 23. Shri. Tapas Kumar Layek, English Language teacher Akra High Madrasah P.O.-Maheshtala Dist.-South 24 Paraganas - 700141 West Bengal 24. Ms. Priti Mondal Bethur School Kolkata West Bengal

106

North-East Arunachal Pradesh 25. Shri Mido Kamki Govt.Sec.School,University.Campus ,Doimukh Doimukh Distt. Papum Pare-791111 Arunchal Pradesh Manipur 26. Shri. Maniram Lukram P.M High School Vill. Pangei Imphal (E) -795114 Manipur Assam 27. Shri Satya Prasad Kalita Ganesh Mandir Vidyalaya Khanapara, Guwahati - 781022 Assam 28. Shri. Md. Abdul Baten Head Master Goroimari, M.E.M - 782104 Assam 29. Shri Md. Hassain Ali Dhubangkhaity, M.E.S Mozigaon Assam 30. Shri Dwipendra Kr. Nath Patwekuchi M.E. School Basistha, GHY-781029 Kamkup (Assam) Assam Demonstration Schools of RIE s of NCERT 31. Dr. (Mrs) Indu Sharma D.M.P.H. R.I.E Ajmer – 305004 Ph. – 0145-2643900 Rajasthan

107

32. Smt. Ranjana Khandari Demonstration School Regional Institute of Education Ajmer - 305004 Rajasthan 33. Dr. M.C. Samal D.M.S., R.I.E Bhubaneshwar – 751022 34. Shri R.M. Madhwal D.M. School RIE, Bhopal Shyamala Hills M.P. 35. Shri M. Sharada Demonstration School RIE, Mysore – 570006 Karnataka 36. Dr. Ramdas Roy RIE, Bhubaneshwar Pin - 751022

108

APPENDIX B

Resource Persons for the Training Course on Peace Education for Teachers from June, 4 to July 13, 2007 NCERT Faculty Prof. Krishna Kumar, Director, NCERT

Prof. G. Ravindra, Joint Director, NCERT

Prof. Sushma Gulati, Head, DEPFE

Prof. Daya Pant, Programme Coordinator

Mrs. Shraddha Dhiwal, Programme Coordinator

Prof. Nirmala Gupta, DEPFE

Prof. Anil Sethi, DESSH

Dr. Saroj Pandey, Reader, DTEE Prof. Kusum Sharma, DEPFE

Dr. G.K.Joneja, Reader, DEPFE

Dr. Anjum Sibia, Reader, DEPFE

Dr Indrani S.Bhaduri, Reader, DEPFE

Dr. P.K. Mishra, Lecturer, DEPFE

External Resource Persons

Dr. Savvyasachi Dept. of Sociology Jamia Millia Islamia New Delhi- 110025

Dr. Neelam Sukhramani

Gandhi Studies Centre Jamia Millia Islamia Jamia Naga New Delhi- 110025

Mrs.Ameeta Mullah Wattal

Principal, Springdales School, Pusa Road, New Delhi

Yogacharya Seshpal. Rastogi 160, Shubham Apartments (Res.) 37 Indraprastha Ext. Patpar Ganj Delhi – 110092

109

Dr. Prabhjot Kulkarni

Principal M.V. College of Education Geeta Colony Delhi – 110031

Ms. Tripta Batra

A2/20A Model Town New Delhi – 110009

Ms. Tseten Lhamo

C/o Ksahag Secretariat (CWD) CTA Gangchen Kyishanf P.O. Dharmsala Dist. Kangra H.P.

Dr. Madhu Joshi

A/319, Gobind Puram Hapur Road Gaziabad – 201001

Mr. P.K.H.Tharakan Retired IAS Officer C-2/26 Tilak Lane New Delhi-110001

Dr.Kaushikee Parijat

Nelson Mandela Centre for Peace and Conflict Resolution Jamia Millia Islamia New Delhi – 110025

Mr. Sudhir Rai Sr. Trainer CSR, 2 Nelson Mandela Marg Vikas Kunj New Delhi-110070

Ms. Pearl Drego & Father Summerton

Director TASI 40, Tughlakhabad New Delhi

Ms.Rosellyn verwood

D7-7003, Vasant Kunj New Delhi - 110070