PEACE
EDUCATION B.ED SYLLABUS
After completion of the course, student
teachers will be able to
·
understand
the theory of peace education and its importance
·
understand
peace as a dynamic social reality
·
understand
the NCF 2009 recommendations on peace education
·
familiarize
with transactional modalities
·
develop the
skill in role-playing & storytelling
·
develop the
feelings of peace, love compassion, tolerance and harmony through
·
meditation,
yoga and exercise
·
implement
the philosophies of great thinkers in their day to day life
COURSE CONTENTS (SYLLABUS)
UNIT -1
Peace: Concept and Scope:
·
Peace –
Meaning, nature and its relevance relating to the present global scenario
·
Different
sources of peace: Philosophical, Religious, Social and Psychological.
·
Types/Classification
of peace- Positive, Negative, Inner peace, Social Peace and Peace with Nature.
·
Peace
Education: concept and scope
·
Peace
education – fundamental concept, scope, need and its importance
·
Aims of
Peace Education
·
Types of
peace education
Peace Education: Strategies and Agencies:
·
Different
Peace Education Strategies.
·
Role of
different organizations like UNESCO in
Peace Education (
with special reference to Delor’s Commission Report)
·
NCF 2009
recommendations on Peace Education.
·
Role of
community, school, and family in the development of values for
Peaceful coexistence
UNIT-2
Understanding Peace as a Dynamic Social
Reality:
·
Challenges
to peace by increasing stresses, conflicts, crimes, terrorism, violence and
wars resulting in the poor quality of life.
·
Role of
Peace education in the development of Love, Compassion, Tolerance, and Harmony at
National and International levels.
·
Transactional
modalities
·
Cooperative Learning
·
Group Discussion
·
Project Work
·
Conflict
Resolution
·
Contribution
of the following Great Educational Thinkers in Peace Education and their
Educational Implications
·
Rabindranath Tagore
·
Mahatma
Gandhi
·
Aurbindo
·
Swami
Vivekananda
Tasks & Assignments: Any one of the following
·
Role-Playing
& Story Telling
·
Peace and
Harmony Through Meditation, Yoga, And Exercise
·
Any other
project/assignment given by the institution.
SUGGESTED READINGS AND BOOKS FOR PEACE EDUCATION
·
Balvinder K.
(2006).Peace Education. New Trends and Innovations, Deep & Deep
Publications Pvt. Ltd., Rajouri Garden, New Delhi.
·
Bernard,
H.W. (1951). Towards Personality Adjustment, Mc Graw Hill Book Co., New York.
·
Biggs,
D.(1995). In Our Own Backyard: A teaching guide for the rights of the child,
Toronto: UNICEF Canada.
·
Blakeway, M., (1997). Compilation of Research Materials.
Washington D.C., National Institute for Dispute Resolution.
·
Blalock, H.
M. (1967).Toward a Theory of Minority-Group Relations.
New York: Wiley.
·
Boulding, E.
(1996). Peace behaviors in various societies. In
From a culture
of violence to a culture of peace, Peace and Conflict Issues Series, UNESCO
Publishing, pp 31– 54.
·
Dewey
(1969). The school and Society, Chicago, Univ. of Chicago Press (Reprint).
·
Lederach, J.
P.(1995). Preparing for peace: conflict transformation across cultures. Syracuse, New York: Syracuse
University Press.
·
Machel, G. (1996). Promotion and protection of
the rights of children: impact of armed conflict on children. United Nations,
New York.
·
Reardon, B., ed. (1988). Educating for global
responsibility: Teacher-designed curricula for peace education, K-12. New York:
Teachers College Press, Columbia University.
·
Reardon, B.(1993). Pedagogy as purpose: peace
education in the context of violence. In Cremin, P., ed. (1993). Education for
Peace. Educational Studies Association of Ireland and the Irish Peace Institute.
·
Shah, I. (1971). Thinkers of the East. London:
Penguin Books.
·
UNICEF(1994). I Dream of Peace. New York: Harper-Collins.
·
UNICEF (1996). The State of the World’s Children
Report 1996. Oxford
University Press.
·
UNICEF Lebanon (1993). ‘Learning for life program’.
·
UNICEF Liberia (1993). Kukatonon: Training manual of conflict resolution, reconciliation, and peace.
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