International Journal of Scientific and Innovative Research 2013; 1(2): ,

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1 ROLE OF EDUCATION FOR GLOBAL PEACE * BC Tripathi 1, M Awasthi 2, N Chaudhary 2 1. Department of Physical Education, Rama Mahavidyalaya, Chinhat, Lucknow, U.P., India,2. Research Scholar, Sai Nath University, Ranchi, India *Address for correspondence - Brijesh Chandra Tripathi, Assistant Professor, Department of Education, Rama Mahavidyalaya Chinhat, Lucknow,U.P. India tripathibc@yahoo.co.in ABSTRACT These are the days of globalization; some anti-globalization disvalues disturb this mental peace. These disvalues are also responsible for global unrest. To overcome global unrest we are suggesting a new trend in education i.e. education for global peace. By education for global peace, we mean, the education which develops the competence of every individual to inculcate the values for global peace and to create and to inculcate new values for global peace. Global peace is the prayer of human since the start of human civilization. The prayer becomes fruitful when it comes in action. This action in education should be peaceful. Key Words: Education, Global peace, value and universal INTRODUCTION Education is the key to uniting nations, bringing human beings closely together. In many parts of the world, civil society suffers because of situations of violent conflicts and war. It is important to recognize the crucial role of education in contributing to building a culture of peace and condemning instances in which education is undermined in order to attack democracy and tolerance. A culture of peace and non-violence goes to the substance of fundamental human rights: social justice, democracy, literacy, respect and dignity for all, international solidarity, respect for workers rights children rights, equality between men and women, cultural identity and diversity, Indigenous peoples and minorities rights, the preservation of the natural environment to name some of the more obvious thematic. Everybody in this globe remains in search, in research of such tears of pleasure giving peace of mind. Today s such moments of peace of mind are one of the indications of today s globalization. However, it is also experience of everybody that today s globalization always gets disturbed by moments of unhappiness leading to unrest. This unrest is due to anti-globalization disvalues like castism, classism, racism, capitalism, terrorism, malnutrition, non availability of food, cloth and shelter, 180

2 poverty, economic equality, economic exploitation, money lending, insolvency, black marketeering, economic delinquency, tax avoidance, corruption, scams, non availability of opportunities of education, un-education, educational illiteracy, educational exploitation, educational inequality, mal practices in education, non teaching, pseudo-researching, slavery, unemployment, inequality of job opportunities, labor dishonor, non-status to some jobs, status inequality, job illiteracy, unskilledness, social inequality, social injustice, sex inequality, patriarchy, killing of female fetus, dowry, exploitation of men by women, sex illiteracy, sex harassment, homosexuality, environment illiteracy, plant illiteracy, animal illiteracy, ecosystem illiteracy, deforestation, hunting of animals, demonic industrialization, air water sound pollution, physical ill health, religious illiteracy, anti- secularism, religious fanaticism, non-charitability, superstitions. These anti-global disvalues lead to violence, cruelty, delinquency, cyber crimes, sabotage, riot, and demonic political ambitions, production of atomic weapons, marketing of atomic weapons, wars, world war and inhumanity. These anti-globalization disvalues lead into disturbance of mental peace of every individual in this globe and ultimately disturbance of global peace. Today everybody is experiencing this global unrest. To overcome this global unrest is the dire need of the day. Otherwise tomorrow will be the day of global destruction. GLOBAL EDUCATION : Global Education is defined as all programs, studies and activities that can help an individual to learn and care more about the world beyond his or her community, and to transcend his or her culturally conditioned, ethnocentric perspectives, perception and behavior(fresh, 1990) GLOBAL PEACE : By education for global peace, we mean, the education which develops the competence of every individual to inculcate the values for global peace. For global peace, it is necessary to inculcate eternal values as well as to create and inculcate new values according to today s and tomorrow s needs of globalization. The training of teachers, education workers and all education stakeholders, including staff from ministries of education is crucial. Global Education have following three perspectives: 1. Human value centered : It affirms the core value and universal principle of the worth and dignity of human 2. Word Oriented : It involves understanding our identities as members of globally interdependent systems-ecological, social, economic and technological. 3. Future Oriented: It is concerned with the creation of a preferred future

3 Educators promote the development of the whole person, so as to enable everyone to contribute to society in a caring and responsible manner. In order to recruit and retain the best teachers, governments should give priority to adequate salary, which must provide teachers with a reasonable standard of living for themselves and for their families, as well as the means of enhancing their professional qualifications by developing their knowledge and improving their cultural resources. Governments must also focus on providing attractive working conditions including small class sizes, career paths and more opportunities for professional growth and development, financial and other incentives, and support systems for new teachers, such as mentoring programs. Education is a participatory and interactive process of instruction and learning, and the curriculum and pedagogy should give prominence to understanding the wealth of distinctive cultural and linguistic characteristics, in response to globalization. The educational context should provide programs addressing psychological and physical violence, including cyber bullying, through violence prevention, conflict resolution and mediation in all levels of education. FOUNDATION The global peace is the core element of spiritualism and idealism in philosophy. Therefore, this trend of education for global peace should have strong foundation of spiritualism and idealism in philosophy. To develop the competence of individual for inculcating values for global peace is the activity oriented program. The activity is the core and active element advocated by pragmatism in philosophy. Therefore, this trend should have active foundation of pragmatism. The inculcation of values expects progressive change in behavior. The study of behavior and progressive change in behavior comes under the jurisdiction of educational psychology. Therefore, education for global peace should be developed on the foundation of education psychology. The inculcation of values is leading to the socialization of individual according to values. This socialization includes social change into value laden society. This value laden society further is expected to have the social control of values. As the socialization, social change and social control are the units of educational sociology. Therefore, this trend should be developed on the foundation of educational sociology. As this trend deals with theoretical, experimental and practical aspects of values, it should necessarily have foundation of value education. OBJECTIVES This trend with strong and deep foundation mentioned as above should have definite directives of objectives for its further dynamic work. According to us, education for global peace should have following objectives

4 1) To motivate individual to be aware of disvalues responsible for global unrest. 2) To motivate individual to be competent to uproot the disvalues responsible for global unrest. 3) To motivate individual to be competent to inculcate the eternal values essential for global peace. 4) To motivate individual to be competent to create and to inculcate new values essential for global peace according to today s and tomorrow s needs. CORE ELEMENTS The above mentioned objectives are aiming global peace. This aim can be achieved through the means of core elements in curriculum. According to us for education for global peace the curriculum should have following core elements. 1) Our common cultural and social heritage. 2) Contribution of philosophers, thinkers, scientists, social reformers, saints, authors, artists, patriots, great persons, uncommon persons and also common persons for global peace. 3) History of man s liberation movements, abolition of slavery, abolition of untouchability and sati practice, freedom movements, women empowerment, antiwar movements leading to global peace. 4) Contribution of international institutions like UNO for global peace. 5) Global values like economic equality, economic justice, educational literacy, educational affection, educational equality, job equality, labor literacy, labor honor, status equality, social equality, social justice, sex equality, environment literacy, environment love, plant literacy, plant love, animal literacy, animal love, ecosystem literacy, ecosystem love, science literacy, technology literacy, information literacy, communication literacy, health, religious literacy, secularism, all religions equality, faith, scientific attitude, non violence, love, truth, friendship,democracy, internationality, international co-operation, international understanding, humanity, global citizenship leading to global peace and new values required for global peace. 6) Role of science, information technology and communication in global peace. NATURE To achieve, to maintain and to develop global peace is unending program in action. Therefore, education for global peace should be formal as well as informal in nature. It should be integrated with all subjects of study and all experiences of life. PRAYER Global peace is the prayer of human since the start of civilization. It is today s prayer also. The prayer becomes fruitful when it 183

5 comes in action. No doubt, this action in education should be peaceful. REFERENCES 1. Clarke-Habibi, Sara. (2005) Transforming Worldviews: The Case of Education for Peace in Bosnia and Herzegovina. Journal of Transformative Education, Vol. 3 No. 1, pp Danesh, H. B. (2008b). The education for peace integrated curriculum: Concepts, contents, efficacy. Journal of Peace Education. 3. Danesh, H. B., & Clarke-Habibi, S. (2007). Education for peace curriculum manual: A conceptual and practical guide. EFP- International Press. 4. Danesh, H. B., & Danesh, R. P. (2002b). Has conflict resolution grown up? Toward a new model of decision making and conflict resolution. International Journal of Peace Studies, 7(1), Kripalani, Krishna. (2001). Gandhi: All men are brothers. New York: Continuum. 6. Mahwah, NJ: Lawrence Erlbaum. Quoted in Nelson, Linden L. (2000). Peace Education from a Psychological Perspective: Contributions of the Peace and Education Working Group of the American Psychological Association Div Salomon, G. (2002). The Nature of Peace Education: Not All Programs Are Created Equal in G. Salomon and B. Nevo (eds.) Peace education: The concept, principles and practices in the world. 8. Smith, David C, and Terrance R. Carson. (1998). Educating for a peaceful future. Toronto: Kagan and Woo Limited