PEACE EDUCATION UOR B.A/B.Sc/B.ED First and Second Year

ikB~;Øe

'kkafr f’k{kk

bdkbZ 1& 'kkfUr dh vo/kkj.kk

· udkjkRed 'kkfUr ,oa ldkjkRed 'kkfUr

· udkjkRed 'kkfUr& ;q) dh vuqifLFkfr vkSj ;q) ds mUewyu ds :i esa 'kkfUr] fgalk dks de djus vkSj lekIr djus ds :i esa] lajpukRed fgalk dks gVkus ds :i esa] U;k; ds lkFk 'kkfUr] 'kkfUr vkSj vfgald eqfDr rduhd ¼lR;kxzg½ vkSj fujL=hdj.kA

· ldkjkRed 'kkfUr& çse ds :i esa 'kkfUr] ikjLifjd lgk;rk] ldkjkRed ikjLifjd laca/k] la?k"kZ dk 'kkfUriw.kZ lek/kku] 'kkfUr vkSj fodkl] oSdfYid j{kk] ç—fr ds lkFk jguk vkSj thou vkSj ikfjfLFkfrdh ra= dk laj{k.k vkSj lexz vkarfjd vkSj ckgjh 'kkfUrA

bdkbZ 2& 'kkfUr f'k{kk dk ifjp;

· 'kkfUr f'k{kk dk vFkZ] vo/kkj.kk vkSj vko';drkA

· ,d lkoZHkkSfed ewY; ds :i esa

· 'kkfUr f'k{kk ds y{; vkSj mn~ns';

· lkekftd ,tsafl;ksa dh Hkwfedk& 'kkfUr f'k{kk dks c<+kok nsus esa ifjokj] /keZ] ekl ehfM;k] leqnk;] Ldwy] xSj ljdkjh laxBu] ljdkjh ,tsafl;k¡A

· oSf'od ifj–'; esa 'kkfUr f'k{kk dh orZeku fLFkfrA

bdkbZ 3& 'kkfUr f'k{kk ds vk/kkj

· 'kkfUr f'k{kd cuuk&Kku] ewY;ksa ,oa vfHko`fÙk dk vtZuA

· 'kkfUr f'k{kk ds fy, vko';d thou dkS'ky ¼MCY;w,pvks½

· 'kkfUr f'k{kk ds {ks=& la?k"kZ çca/ku] i;kZoj.k dk laj{k.k

· 'kkfUr ds fy, pqukSfr;k¡& ruko] la?k"kZ] vijk/k] vkradokn] fgalk vkSj vk/kqfudhdj.kA

· 'kkfUr f'k{kk fl[kkus dh j.kuhfr;k¡ vkSj rjhds& /;ku] ;ksx] ukVdh;rk] okn&fookn vkSj vkfnA

bdkbZ 4& 'kkfUr dh çHkkoh f'k{kk

· thou vkSj thou Hkj ds fy, 'kkfUr f'k{kk] 'kkfUr f'k{kk vkSj fgalk ds çfr iwokZxzg dks nwj djuk& fo—fr;ksa dks lq/kkjukA

· ,dh—r f'k{k.k dk e‚My& ysu&nsu ds rkSj&rjhds& lgdkjh f'k{k.k] lewg ppkZ] ifj;kstuk dk;Z] Hkwfedk fuHkkuk] dgkuh lqukuk] rdZlaxr fo'ys"k.kkRed fof/k& dsl LVMh vkSj fLFkfr fo'ys"k.kA

· 'kkfUr vuqla/kku] varjkZ"Vªh; d{kk] varjkZ"Vªh; laln] 'kkfUr iqjLdkj] 'kkfUr çkS|ksfxdh ds fy, e‚My cukuk& 'kkfUr ds fuekZ.k ds fy, u, midj.kksa] rduhdksa] ra=ksa vkSj laLFkkuksa dk fodkl vkSj 'kkfUr çfØ;k esa Nk=ksa dks 'kkfey djukA

bdkbZ 5& 'kkfUr f'k{kk dk lapkyu vkSj lkekftd ,tsafl;ksa dh Hkwfedk

· ikB~;p;kZ vkSj lg&ikB~;p;kZ xfrfof/k;ksa ds ek/;e ls 'kkfUr f'k{kk dk ,dhdj.kA

· 'kkfUr f'k{kk esa tulapkj ek/;eksa dh Hkwfedk

· 'kkfUr f'k{kk dks c<+kok nsus ds fy, dk;ZØe& ;wusLdks

· cgqlkaL—frd lekt esa 'kkfUr dh pqukSfr;ksa dks lacksf/kr djukA

· 'kkfUr ds çpkj&çlkj esa /keZ dh Hkwfedk& usYlu eaMsyk] enj Vsjslk] foosdkuan] 'kkfUr f'k{kk dks c<+kok nsus esa xka/khoknh n'kZuA 'kkfUr dks c<+kok nsus esa egku O;fDrRoksa dh HkwfedkA

Syllabus

Peace Education

Unit-I: Concept of Peace:

· Negative Peace and Positive Peace

· Negative Peace: Peace as absence of War and Abolition of War, as the minimization and elimination of violence, as removal of structural violence, Peace with Justice, Peace and Nonviolent Liberation Technique (Satyagraha) and Disarmament.

· Positive Peace: Peace as Love, Mutual Aid, Positive Interpersonal Relations, Peaceful Resolution of Conflict, Peace and Development, Alternative Defence, Living with Nature and Preserving Life and Eco System and Holistic Inner and Outer Peace.

Unit-II: Introduction of Peace Education:

· Meaning, Concept and need of Peace Education.

· As a universal value

· Aims and Objectives of Peace Education

· Role of Social Agencies: Family, Religion, Mass Media, Community, School, NGO’s, Government Agencies in Promoting Peace Education.

· Current Status of Peace Education at Global Scenario.

Unit-III: Bases of Peace Education:

· Becoming Peace Teacher: Acquisition of Knowledge, Values and Attitudes.

· Life Skills required for Peace Education (WHO)

· Areas of Peace Education: Conflict Management, Conservation of Environment

· Challenges to Peace: Stress, Conflict, Crimes, Terrorism, Violence and Modernization.

· Strategies and Methods of Teaching Peace Education: Meditation, Yoga, Dramatization, Debate and etc.

Unit-IV: Effective Teaching of Peace:

· Peace Education for Life and Life-long education, Peace Education and Removing the Bias towards Violence- Correcting Distortions.

· Model of Integrated Learning: Transactional Modalities: Cooperative Learning, Group Discussion, Project Work, Role Play, Story Telling, Rational Analytic Method: Case Analysis and Situation analysis,

· Peace Research, International Classroom, International Parliament, Peace Awards, Creating Models for Peace Technology: Development of new tools, techniques, mechanisms and institutions for building up peace and Engaging students in Peace Process.

Unit-V: Transacting Peace Education and Role of Social Agencies:

· Integration of Peace Education through curricular and co-curricular activities.

· Role of mass media in Peace Education

· Programmes for Promoting Peace Education- UNESCO

· Addressing Challenges to Peace in Multicultural Society.

· Role of Religion in Propogation of Peace: Nelson Mandela, Mother Theresa, Vivekananda, Gandhian Philosophy in Promoting Peace Education. Role of Great Personalities in Promoting Peace.