Guiding principles and practices of peace education followed in secondary schools of Mizoram

Abstract

<span>The significance of peace education is universally recognized for a safe and prospering future for the world at school level as peace education aims at equipping the future citizens with necessary knowledge, attitude and skills so that they would acknowledge and respect all kinds of diversity and understand human dignity. This paper is based on an empirical research aiming how far guiding principles and practices of peace education followed in secondary schools of Mizoram. The concept of peace education, guiding principles of peace education and practices on peace-related activities being followed in the secondary schools of Mizoram were explored. The study revealed that peace education was not being taught as a separate subject. Peace education component was infused in the existing curriculum and also was being taught through co-curricular and extra-curricular activities. Besides, teachers must reflect in their behavior all the guiding principles of peace. They should encourage the students for critical thinking, reasoning, develop awareness on societal problems and issues, broaden their outlook, concentrate on studies, and to be associated with various activities. In Mizoram, students’ unions and church organizations used to play a prominent role in shaping and moulding the character of the people starting from the early stage of life which ultimately benefits the society and the nation. However, in the context of rapid change in social structure and modernization process, there is need for inculcating the values of peace for which schools have to play important role</span><span lang="IN">.</span>

Peace Education in Islamic Da’wah Through Comic

“…Peace education is one of the educations that should exist and be developed in families, schools, and communities. This is because peace education aims to equip citizens with knowledge, attitudes, and skills on how to establish peace in society, as stated by [6] Education has become a tool for the world to transform generations. Since 1945, UNESCO has been working through education to promote international peace and the general welfare of mankind, including by improving the curriculum and teacher training [7].…”

Linking the Peace-loving Nature of Ghanaians to Traditional Peace Educational Practices: Myth or Reality?

“…From the two backgrounds, one can say peace education refers to that interdisciplinary area of education where both formal and non-formal approaches to teaching about peace and for peace are adopted or utilized for knowledge dissemination. Better still, peace education involves the promotion of knowledge, skills, attitudes and values that are needed to bring about behavioural changes among both youth and adults towards the prevention of conflicts both overtly and structurally (Mishra, 2020). A system that averts its attention to resolving conflicts peacefully as well as the creation of conditions conducive to peace at all levels-intrapersonal, interpersonal, intragroup, national and international (Fountain, 1999).…”

“…At this period, peace education programs were aimed mainly at halting the threat of nuclear war and arms race, which was later to inculcate environmental and development issues into the plan (Dugan & Carey, 1996;Najjuma, 2011). Immediately following this period, the events of terrorism, political instability in the Eastern European bloc, military takeovers in African States, and the increasing gap between developed and undeveloped world, created new challenges for the understanding of peace and the underlying principles of responsibility and security (Mishra, 2020). Today, scholarly works by many scholars have added a lot more impetus into what peace education is, and how through its practice, the culture of peace is attainable, globally and locally.…”

“…Peace education has become more necessary now than any other time in human history, given the background of the consequences that come with conflicts such as: social, emotional and mental torture on individuals and groups; the destruction of infrastructure and properties; loss of lives; internal and external displacement of populations; social collapse and political instability; and endemic poverty, amongst others. Peace education is therefore, not only a response to conflict and violence but also a proactive path to building and keeping the peace within the context of its transformational power to impact heavily and positively on people who participate in the lessons (Mishra, 2020).…”

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“…Teachers should establish a culture of peace in schools and present themselves as role models of peace. They must resolve any problems and conflicts among themselves and among students through dialogue [11]. Kutlu and Bedel [3] found that the conflict resolution psycho-education program applied to adolescents increased their integration and compliance scores.…”