A

Six-week
TRAINING COURSE ON PEACE EDUCATION
FOR TEACHERS

Department of Educational Psychology and Foundations of Education

National Council of Educational Research and Training
Sri Aurobindo Marg, New Delhi-110016
2006

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 CONTENTS

Page No

Overview 2

Introduction 5

Objectives 6

Methodology 6

ƒ The participants

ƒ The course details

Course content 7

Sessions Highlights 11

ƒ Visits to Institutions 29

ƒ Films 30

ƒ Maintaining a daily Reflective Journal 31

ƒ Assignments 32

ƒ Reading materials and handouts 34

Cultural activities 36
ƒ Presentations
ƒ Cultural Activities/Display/Drama/Recitation

Reflections- excerpts 40

Appendix: List of Participants 51

List of Resource Persons

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Overview

In a world torn with conflicts and violence, the need for peace building and peace making
cannot be over emphasized. Responding to this need, the National Curriculum Framework
(2005) by NCERT has underlined that education must develop sensitivity in individuals to their
social environment. The concern for equality, social justice, poverty, violation of human rights
and developing non-violent social system are the hallmarks of peace education. The approach to
peace education is not prescriptive suggesting of dos and don'ts; rather it involves transforming
the environment to imbue it with tolerance, compassion, cooperation, justice, equality etc. so that
these qualities, essential for peace building are nurtured among students.
The teachers, staff and other personnel in the school, contribute to the environment
however; out of all these the teachers are center stage in building the school ethos. Their
orientation is most important. In view of the urgent need UNESCO has been making efforts
since 1948 to inspire education systems all over the world to nurture peace related skills.
The NCERT had organized a training course on Peace Education for Teachers in the
year 2005. The second course was organized from 30th May to 7th July 2006. There were 32
participants representing 16 states of India including the participants from RIEs of NCERT. The
course began with the general observations of teachers to assess their conceptualizations about
peace related issues through a brief questionnaire. The subsequent sessions were held to discuss
and enhance understanding of participants on the following themes underlying peace concepts
and issues:
Theme I: Concepts and Concerns
Theme II: Empowering Self for Peace
Theme III: Conflict Resolution
Theme IV: Parenting for Peace
Theme V (A): Schools as nurseries for peace
Theme V (B): Pedagogy for Peace
Theme VI: Assessment of Peace Process

The different sessions related to the above themes involved theoretical expositions,
discussions, films and written assignments as group and individual work and activities, such as
exhibition of peace related visuals, charts, posters etc., visit to institutions and places of
importance for peace. A very important assignment done by the teachers was maintaining a
reflective journal. The teachers were asked to maintain a small copy in which they were to

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write their reflections on the various sessions at the end of the day. The meaning and
significance of the activity was explained to the teachers. During the first course too, reflections
of the teachers were found to be mere descriptions of the events of the day. After about five days
on voluntary basis the journals were received from them to understand their experience of
writing reflections and feedback about the course. It was found that they were writing the daily
activities and reporting on the events of the day. Again the meaning of the activity was
explained and how a typical entry in the journal would look like was explained to them. After
this clarification, the entries did show reflections to some extent as revealed by the entries in the
journals left behind by the teachers.
The criteria and strategies for assessment of peace related outcomes were discussed with
the teachers and they developed rating scales for assessing the progress in achievement of
objectives of peace programmes. The assessment criteria consisted of change in ethos of the
school, decrease in incidents of violence and conflicts, greater self-discipline etc.
Written assignments which were submitted by the teachers under supervision were:
glossary of peace related words; key concepts of prominent thinkers; factors in school which
detract from peace; conflict resolution activities by teachers; collection and sharing of anecdotes
from real life and school; sharing situations on prejudices and biases where conflicts was
experienced or resolved; values implicit in different subject areas; profiling own schools for
peace; assignments on developing lesson plans; evaluation of peace related outcomes. The
teachers planned cultural activities which include a play “ahsas” highlighting the conflicts in
personal life impinging on school environment, the conflict resolution related competencies
implemented to attain peace, small write ups on peace were contributed by all teachers and a
small handwritten magazines was also produced.
Besides the above, course activities also included preparation of action plans on Peace
Education for implementation at the school level by the participants. The action plans made by
the teachers were of different varieties. The teachers were highly enthusiastic to start peace
related activities in the school, they planned to initiate peace campaigns and peace march in
some localities, some of them noted group lunch, organizing teachers, exhibitions etc. The
activities were classified into daily, weekly, monthly, quarterly and even annual schedules. The
specific daily activities teachers included in their peace plans were: cleaning of the school,
address in the morning assembly by the principal, silence for two minutes, thought for the day,

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affectionate behaviour towards students, developing relationships with families of students;
weekly activities were - singing, drama, creative arts, cultural programmes, story narration,
peace related songs, pledges by teachers and students, peace news clippings, sharing students’
experiences, yoga and meditation related activities, special lectures, inviting speakers to talk on
peace related issues; and annual activities were celebration of national festivals/days, mass
awareness in the community ,voluntary service to community , celebration of peace week etc. A
significant feature this year was interaction with the trainees of the previous batches, who were
specially invited to share their experiences during the training and later in their respective
schools.
This was the second course on education for peace for teachers, which the department
had organized. The first course organized during 2005 had 36 teachers. The course elicited an
enthusiastic response from participants. The teachers expressed high degree of satisfaction with
the course content as revealed by their feedback and reflective journals voluntarily given by
them. The teacher’s attitudes were definitely changed towards a pro-peace orientation as
reflected in the specific comments of the teachers. For instance most of the teachers expressed
that they learned during the course - the need for inner peace, real meaning of peace in its
complexity and importance of one’s communication for establishing peace, awareness of
identity, importance of prejudices towards poor, other culture, women etc. and learnt skills for
mediation and realized that peace education is something which could be learned by the students
in school and teachers can do a lot if they take initiative. The sessions on meditation, yoga and
family communication are appreciated by them. These sessions contributed to development of
mindfulness about how their attitudes, communication skills and usage of words impact others.
Pedagogical aspects of peace viz. values hidden in subjects, activities for conflict resolution by
teachers, factors affecting peace in school etc. were liked and found useful by teachers.
The course was successful in bringing about transformation among participants by
developing their awareness. Most of the sessions, which were well organized, were highly
interactive, experiential and activity based. Detailed daily reflections are presented in this report.

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Introduction
Peace is generally understood as absence of conflicts and violence in society. Conflicts
are pervasive in the society and are held in place due to uneven distribution of socio-economic
and political power, resources, religious and regional differences. Conflicts among culturally or
politically diverse groups cannot be wished away but management and effective resolution of
conflicts could contribute significantly to maintenance of peace and friendly relationships across
these diverse groups. 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
multicultural society. The aims of education enunciated in the NCF include developing
commitment to democracy and the values of equality, justice, freedom, secularism, and 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.
Education for peace is about empowerment of self so that individuals are 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 programmes 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

• 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 introduce stress- management techniques to cop with the academic
failure of pupil in examination, corporal punishment, excessive competitiveness,
emotional matters related to adolescence etc.
• Enabling teachers to learn ways of integrating peace in the school curriculum and
teacher-learning activities in and out of the classroom.

1.1.1 Methodology

The transaction of the various curricular themes had been planned through the
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
behaviours and also promote the same at the school level. The faculty drawn from within
NCERT as well as experts and practitioners led the expositions. In this course a significant
feature was interaction with the trainees of the previous batches, who were specially invited to
share their experiences of undergoing the training and the subsequent implementation of the
programme in their respective 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, sometimes even three to
four hours also, covering both theoretical exposition and practical activities. Towards the close
of each day, time was devoted for consolidation, feed back, self-assessment and making entries
in a reflective journal maintained by each teacher. Open–sessions and visit to institutions and
schools were an integral part of the course. A significant visit organized for the trainees of this
course was to the Wagha Border. The teachers also planned a display of slogans; poems, play
and a puppet show to exhibit the concepts and insights learned during the course. The teachers
worked on a number of assignments related to the topics dealt with the course. Planning future
Action Plans and assessment strategies for intervention by the teachers also formed part of the
concluding session.

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1.2 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 300 direct applications received in the department and a few clear-cut deputations to begin
with.
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 question related to peace. On the basis
of the information, the candidates were identified and rank ordered within each state. In addition
to other things, due 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 them or grant leave to them. In this manner 32 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 schoolteachers to the course. One schoolteacher joined from
each RIE. In all there were 33 teachers who joined the course representing 16 states. There were
five women teachers in the course. One male teacher from Himachal Pradesh dropped due to
medical reasons.

The Course Content

Theme I: Concepts and Concerns

Topics

¾ Generating questions on peace and peace education through (brainstorming), sharing

perceptions in small groups, advancing understanding from different perspectives through
collation.
¾ Contemporary Society, quality of life and living in harmony with nature for peace.
¾ Fostering the culture of peace through education: goals of education vis-à-vis peace
education.
¾ Teachers as peace builders – Analyzing roles and responsibilities.
¾ Understanding sources and types of conflicts and violence in different contexts and
reflections on one’s experiences.
¾ Philosophical insights on peace (particularly Gandhi, Tagore, Sri Aurobindo, J.
Krishnamurthy, etc.) (Reference work and assignment)
¾ Values underlying peace-personal, constitutional, ethical, universal. (Reading and
discussion of position paper)

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 ¾ Development stages, ethical development with reference to peace related attitudes and
values.
¾ 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).
¾ Peace education initiatives at the national and international levels. (Visiting concerned
websites web material/web journals)

Activities/Assignments:

¾ Reading portions of the Position Paper on Education for Peace followed by discussion.
¾ Brainstorming and question and answer sessions within small groups on conceptual
aspects.
¾ Outlining framework of peace values and their behavioral manifestation at different
stages-group work.
¾ Reflections on the original writings/practices/educational experiments and values of great
Indian thinkers and educationists on peace-Library work.
¾ Developing a folder on key concepts and glossary on peace education.
¾ Films on related to peace and self-empowerment.
¾ Ideas generation for making collages/slogans on topics like: gender equality, human
rights, child rights, nature, intercultural understanding relevant to school education.
¾ Visiting websites on Peace Education.
¾ Visiting a few institutions/ schools/places of significant for peace.
¾ Maintaining a daily reflective journal.

Theme II: Empowering Self for Peace

Topics

¾ Exploring self: individuals' perceptions, attitudes, beliefs towards one self and its
influence on behaviour.
¾ Identity formation: Concept, characteristics and underlying processes
¾ Building inner resources- love, courage, optimism, affirmation righteousness, etc.
¾ Effective communication skills: listening (verbal, non-verbal), positive and two-way
communication, empathy.
¾ Understanding stereotypes, prejudices and biases in communication style.
¾ Living in harmony with others: basic assumptions, attitudes and skills.
¾ Stress and anger management

Activities/ Assignments:

¾ Experiential activities of self-reflection and analysis towards self-understanding.

¾ Role-plays, dramatization, exercises for listening skills and empathy-open ended
statements and passages to be discussed by participants.
¾ Simple exercises, silent sitting, yogasanas and meditation.

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 ¾ Collection and sharing of anecdotes, analysis of media, home and school situations on
prejudices and biases.

Theme III: Conflict Resolution

Topics

¾ Processes and strategies of conflict resolution, discussion, debate, dialogues, persuasion,

mediation, negotiation etc.
¾ Development of conflict resolution skills.
¾ Creativity in handling conflicts and solving problems of day today life.

Activities/ Assignments:

¾ Demonstrations on cooperative vs. competitive ways of functioning, inter- dependence.

¾ 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.
¾ Developing activities/cases (hypothetical or real) by teachers for conflict resolution
among students, using of drama/puppet show for conflict resolution.
¾ Analyzing cases/situations/experiences for managing conflict/stress and alternative ways
of handling situations.

Theme IV: Parenting for Peace

Topics

¾ Family culture (mores, rituals, values, life style, family climate-communication style) and
its influence on children's development at different stages.
¾ Effective parenting skills and strategies- neglecting, rejecting, demanding, accepting and
loving parenting.
¾ Developing programmes for effective parenting.

Activities/ Assignments:

¾ Anecdotes and teacher's own experiences, in or out of school on parenting for or against
peace.
¾ Preparation of case report: based on teachers' own experiences with family culture and
parenting.
¾ Role play/demonstration depicting different communication patterns in the
family/community.
¾ Developing a checklist for assessing effective parenting style.
¾ Designing talk/programme by the participants for parents of their school on PTA day.
¾ Audio-Video programme on parenting.

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Theme V (A): Schools as nurseries for peace

Topics

¾ The whole school approach to peace education.

¾ School ethos, (philosophy, vision, policies, rules, interactions, relationships of principals-
teachers, teachers-teachers, teachers-staff, teachers-students).
¾ Teachers as role models of peace.
¾ Classroom management and practices (teacher's values, attitudes and behaviour, skills for
pro-peace classroom).
¾ Responding creatively to own school/classroom/learning problems-diffusing crisis
relating to challenges, restrictions and problems in peaceful ways.
¾ Discipline, freedom and peace.
¾ Curriculum possibilities for peace through various art forms-drama, theatre, music, mime,
debate etc.
¾ Involving children in the peace making process-peer mediation.
¾ Strategies for interface between home and school.
¾ Time Management & creative use of time.
¾ Media-literacy

Theme V (B): Pedagogy for Peace

Topics

¾ Pedagogical skills and strategies to promote peace in the classroom.

¾ Using Textbooks as repositories for peace.
¾ 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. Type your question here, and then click Search.
¾ Guidelines for integrating peace concerns through major curricular areas like; social
sciences, languages, science & math.
¾ Examination stress and curriculum load as blocks-issues and alternatives.

Activities/ Assignments:

¾ Exposure/Sharing of innovative school practices/initiatives/experiences to enhance peace.

¾ Describing own school in terms of its culture and holding discussions, analyzing factors
in the school, which detract from peace.
¾ Developing a list of the qualities of a peace-making teacher.
¾ Analysis of portions of textbooks related to one's own subject area to identify hidden pro-
violence or pro-peace messages.
¾ Planning a lesson while infusing peace components in teaching a subject.
¾ Profiling your school for peace making.
¾ Panel discussion on media-violence by the participants.

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Theme VI: Assessment of Peace Process

Topics

¾ Parameters and techniques for evaluating change process in school ethos and practices.
¾ Strategies for evaluating attitudinal changes at different levels-students, teachers,
principal and staff.

Activities/ Assignments:

¾ Preparing a check-list/opinionaire/observation schedule by teachers for observation of the

specific behaviour of students, teachers, etc.
¾ 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).
¾ Maintaining a reflective journal recording one's experiences of conducting peace related
activities, and using it for self-improvement, concluding reflections.

1.3 Evaluation of Peace Related Outcomes:

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

¾ Self-assessment
¾ Group /Peer assessment
¾ Assignments/Practical
¾ Reports, focused discussions.

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

Session Highlights

The first session on Ice Breaking in this series was Sharing of Perceptions about the
Concept and Importance of Peace, which were triggered by responding to a questionnaire. Most
of the teachers expressed their understanding about peace in following ways:
“Peace is - living without fear of violence, security, discrimination, conflict, love for
everyone, absence of tension, absence of conflicts, being involved in the work, happiness,
mental balance”.

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 • The session on the Meaning and Concept of Peace and Peace Education was held
with a view to broaden 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
these issues will 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 what peace is, what are the
prerequisites of peaceful environments and how peace could be obtained.

Understanding 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 etc.
were highlighted. Peaces presuppose harmony at all levels within individuals, their families and
inter relationships, working environments, with in neighbours etc. Peace is a dynamic concept
because it is related to human beings who have recurrent needs, which are contextual, full of
variety and urgency. Democracy, freedom and equality for all are not enough; social justice and
inequalities have to be understood and attend to. Human rights and responsibilities need to be
respected. 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,
relationships, however, begin from individual, who are pro-peace. What are the characteristics
of individuals who could work for upholding peace in the society at different levels? Such
questions were posed to the participants. They were encouraged to share their views; many
expressed 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 and extension of the meaning of peace to include health, yoga, meditation and
fitness, communication skills, stress management, family relationships, democratic and
constitutional values, ethics, justice, equality and equity. Some of the teachers were skeptical
about how the social conditions could be influenced by individual efforts. The discussions were

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focused on individual efforts and their collective consequences. The reflections of the teachers
revealed that the session conveyed following insights to the participants.
o Changing the self has possibilities for peace
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 remembered 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.

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

teachers to become aware of the present status of violence and conflict in society,
particularly in the school and enhancing of their consciousness. The peace disturbing
elements in the school viz. child abuse, bullying, examination, stress among students,
cultural intolerance conflict among staffs, parent and teacher at loggerheads etc. to
be comprehended and understand by teachers.

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, were shared. The meaning of conflict and how it is a source of continuous threats to
peace everywhere was discussed. The participants raised key concerns about how to resolve
conflicts in school among students, teachers and staff, the source of which lies beyond them.
The problem was clarified through discussion, which made participants realize, that underlying
issues such as, workload, infrastructure etc. lead to conflict which further aggravate not only
school situation but create personal problems as well. The problem of principal being biased is
linked to some teachers doing more work and being more obedient, which is often set aside by
colleagues as “psychofancy” and workload and other occasional factors. The links between
series of small insignificant events and the quality of relationships were revealed during these
was to convey discussions. Most of the teachers learned a phrase “when butterfly flutters its
wings in one sub-continent it could cause waves in Antarctic ocean” underlying meaning of
which links between small incidents accumulating and causing big incidents.

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 • Two Sessions on Sources and Types of Conflicts and Violence were taken to convey
to the participants the underlying causes of major conflicts and mishaps in the society.
The objective was to enable participants to understand that all the conflicts whether
at school level, student level or staff level or where else are the result of a few
sources. These sources may be obvious or hidden in the structure of society. They
need to understand these sources and become aware how these few sources lead to
series of small conflict, which eventually turn, into bigger and violent struggles
sometimes. The participants had 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 there sources and different categories of conflict, effective action can
not be initiated. The participants were to discuss and list in small groups the
conflicts faced by them.

The sources of conflicts included information, resources, relationships and interests or

needs. The ways these sources cause conflicts and violence was discussed. The acting out of
conflicts physically emotionally psychologically socially or politically through violence often
works for one party however, victim and winner perpetuate the conflict. There is a need to settle
conflict for win win for both parties to effectively resolve them. The actions leading to creation
of institutions was explained. 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, 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. 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
or colleagues to war among nations. Essentially, the understanding of sources of conflict and our
awareness regarding them helps us to develop skills 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.

• 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

15
 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 include humaneness, tolerance, and patience,
the capability to develop 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.

The session was organized to read and discuss relevant portions of NCF (2005), which
discussed educational aims and compare the objectives of education and peace education and
draw parallels. Education aims at preparing children to grow into youth capable of living
peacefully and constructively. Apparently this aim of education is not being fully attained.
Peace education is the additional intervention to attain the objectives of education by developing
their critical thinking skills, which have a bearing on their moral and ethical development. The
objectives of education are not currently paid attention. Peace education aims at nurturing skills,
attitudes and values, which enable individuals to resolve conflicts peacefully, and build a non-
violent and just society. It seeks to develop healthy relationships.

• The session on Social Justice was planned with the objective of enabling teachers to
understand what social justice means and the attitudes, basic prejudices, which
accompany injustice, were to be conveyed. The teachers have to realize the
opportunities in school they which can capitalize on to help children acquire healthy
attitudes towards needs and requirements of others. The session was to enable
teachers to explore ways in which justice is denied to vulnerable groups, particularly
school children, girls, culturally, educationally or physically differently abled. The
repercussions of social justice being denied were also to be discussed. The discussion
had to enlighten teachers to comprehend the full connotations of social justice and
ways of realizing it.
The session focused on the perceived and real needs, and drew participant’s attention to
the dynamic nature of basic human needs that are ever varied and changing. These needs have to
be satisfied, until there will be dissatisfaction, which may not become apparent for fear or lack of

16
expression, peace cannot be expected in the midst of discontentment. 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 of social justice. It refers to the balance between self-
orientation and other orientation. The teachers were expected to identify the situations, which
violate social justice in the class and school and initiate action and discussion so that children’s
attitudes could be guided in right direction.
The session was highly interactive and teachers mentioned issues facing in their schools.
Teachers liked the session and it enabled them to recognize many situations even in their
personal, and social level, which create social injustice as revealed in their self-reflections.

• The sessions on Inter Cultural Harmony was organized with a view to help teachers
realize the nature of intercultural harmony understanding of why do culture vary
from each other. The comprehension of overlaps across cultures and existing
communalities among cultures, religions, communities and regions by teachers is
important. The vertical and horizontal mobility in society causes great overlap and
continuity in various dimensions of living rituals, practices, mores etc. these aspects
remain elusive to people. The awareness of the communalities, 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 an sub cultures. The
changed attitudes will lead to acceptance of inter-cultural differences and inter-
cultural harmony.

The session revealed overlap between cultures 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. These inequalities within society often lead to conflicts and violence. The interconnectivity
and overlap among different social groups is increasing, for instance, caste differences have been
overtaken by class differences, regional differences are more prominent than religious
differences among people.
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

17
and violence result when differences are highlighted and overlap and connectivity is over looked.
The session was highly interspersed with stories and anecdotes.
• 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, attituditional naivety
strengthening the gender biased attitudes and values. This session so as to present
was structured to the teachers the data, facts, practices that reveal the inequalities
and injustices prevailing in society.
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 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
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 how 1/3rd women suffer 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 men and women towards gender
equality was highlighted.

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

sessions was to rediscover indigenous ways, profound and entrenched in ground

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 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 Badharika, Zakir Hussain to mentioned a few.
(The sessions on Gandhiji and Sri Aurobindo were supplemented by exploring
through literature other philosophers.)

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
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 understand by
children as it concerns their future and through sustainable development. Peaceful life on this
planet, clean and balanced environment resources would 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 Satyagrah 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 Shri
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. She 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

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towards the expected outcomes i.e. become a holistic person. Sermonizing and pressuring cannot
change any ones' inherit quality to be selfish but it can raise a positive attitude with in him/her to
respect others view. Environmental resources are a great source of conflict within societies, our
peace course is aiming to build a responsible citizen with the line of sustainable development and
mutual respect for others need.

• This session on Human Rights and Responsibilities was organized to convey that the
objective of peace education would be served only when the awareness of rights and
duties goes hand in hand. Before claiming rights everyone is obliged to understand
his/her duties as well.

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. The violation of human rights in
personal professional and social life and the responsibly of every citizen in their regional was
discussed .The various instrument social and legal, institutions which help protect rights of
individuals were shared. Gandhi ji placed emphasis on every one doing their duties. The
children should learn their duties 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
among children.

Self Development

• The theme of Self-development finds its place in the peace curriculum because 'self'
is the locus of all thoughts, attitudes, or values, which give rise to a peaceful, or
aggressive, or violent personality. If the individual self is calm, evolved and adequate
without any insecurity, inferiority feelings or weakness or fear the peace comes,
naturally to such a person since self exists in relationships. Improving communication
skills, - both verbal and non-verbal could help develop the self.

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 The sessions on Self Development for peace included mainly three aspects
Understanding and Developing Self through effective communication and listening
skills, understanding prejudices and biases in Communication and developing positive
social skills viz cooperation. The session Know Your Self introduced teachers to the
concept of inner-self, and empowerment of self by opening to others, meditation and self-
reflection, 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 included 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.
• Three sessions on demonstration of Communication and Listening skills were organized
to enable teachers get sensitized to 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 our learning, 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 expectations and needs to others, how s/he is
able to impact others as an aggressive or polite individual. Awaerness of one's own
communication style and its impact on one's own self and emotional life will enable
teacher to bring above 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.

The sessions were activity based involving knowledge of communication viz. listening to
verbal, non-verbal messages and interpreting them. 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

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involving giving positive and negative feedback to each other were conducted and experiences of
sharing were discussed.
A lot of situations were analyzed with participants and through their reactions pertinent
issues were clarified. The positive and the negative aspects of prejudices as facilitators of group
cohesion and inter-group rivalries etc were discussed. 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.

Conflict Resolution

• The sessions on Conflict Resolution, Skills And Strategies was included with a view
to develop awareness that Peace is not an absolute entity; conflict resolution is an
integral part of peace building. Conflict resolution requires skills and strategies,
which should be known to be 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 resolution. Therefore the
following sessions were planned to develop awaerness among teachers about skills
and strategies of conflict management.

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 need 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 and maximum outputs. The objectives of different castes,
cultures, societies etc are different even within same culture, all individuals may not have similar
objectives; all nations may not have similar objectives. While one nation is trying to control
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 models were discussed: Competitive collaborative, assertive as well as

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cooperative and accommodative models, which means assertive and cooperative attitudes; and
compromising model which involves intermediate, assertive and cooperative attitudes. 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.

• Another session on Conflict Management started with motivating 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. Stresses and conflicts are created by
unreasonable expectations and the gap between reality desires. By giving an exercise
the speaker brought out how most of us are sticking to our own opinion and
insensitivity towards others opinion. This attitude of lack of empathy gives rise to
suspiciousness, intolerance, and communication gap, which crops up conflict in
society. The exercise was highly thought provoking.
• 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 and personal qualities have a lot of influence over the
prejudices, biases and judgments one makes on others. Awareness of one's own
identity enables one to be fair while judging others and making evaluations 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 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 in their teaching-
learning relationship. Awareness is starting point in dropping the prejudices and
developing tolerate and respect for cross-cultural populations. Intercultural harmony
at school level could be nurtured by developing awaerness o identity among teachers.
• Two sessions on Identity, and its role in persuasion and mediation were taken to
enable teachers to understand the nature of identity and the ways in which it
influences our attitudes and values. Persuasion and meditation of conflicts requires
consciousness of identity. Mediation requires understanding clearly the source and
nature of conflict and the biases, which hold the conflict in peace. If the mediator

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 also holds some prejudices and biases as the conflicting parties, he will not be able to
comprehend the real issue and mediate.
• The ways in which identity creates barriers with some and makes bridges with 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 exercises also enabled participants to understand that identity is supported by our
cultural ethos and gives rise to positive and negative attitudes towards others, at the
same time it also enables us to relate with others and motivates us especially during
childhood. The identity takes complete charge over our behaviour and thinking, it
becomes our reference point for judging others right or wrong. It was discussed that
awareness of identity is important so that it does not submerge the individual. The
feeling of continuity, which is so characteristic of identity, needs 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. These characteristics of identity must be
known to a person getting ready to mediate in conflict. 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.

Beside awareness of the nature of our identity, the time and place for mediation must be
chosen with care. Mediation requires sensitivity and patience towards conflicting persons, their
feelings, even prejudices, and biases need to be respected before any change could be expected.
Mediation requires empathy with the people involved in conflict and respect for their concerns
and points of view.

Family’s Role

• 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

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 family of their wards 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 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
programmes activities.

There were three sessions on this theme.

• 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 adults' encourages and
perpetuate to resolve violence in the family. As teachers they need to take care that they
themselves do not model and promote violence-verbally or non verbally. A lot of
evidence where women are subjected to emotional and subtle forms of violence was
presented for consideration of teachers. Three kinds of violence, verbal, non-verbal and
sarcastic behaviour lead to a lot of temperamental problems, among individuals, which
spoils family atmosphere and relationships. Violence results from indifference towards
weak, women and powerless. The session was interactive and supported by examples
and illustrations.
• Another session on Family Communication Styles was taken to enable participants to
understand how healthy communication styles result in development of different kinds of
personal orientation towards others, which has implication for development of the child,
and peace related skills. The various communication styles in the family, the different
skills required for effective communication - attending, listening awareness of self, non
verbal listening, body language etc. were discussed with the participants.
• The session on Activities on Family Communication was taken with a view to engage
participants in the review of their own communication style with children and others.
The speaker made participants aware of how they speak in authoritative, suggestive and
defensive manner. The participants discussed on-going dynamics of the two way
communication process giving, as well as receiving communication, providing
opportunity to others to speak, listening to others attentively, giving direct and avoiding

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 indirect communication. The discussion centered on communication with children, the
role of parents and teachers in facilitating child development by listening and paying
attention to them. The session was inter special with role-plays.

Pedagogy for Peace

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 dynamic interaction among them. The environments where there
is freedom of expression, the authorities are perceived as accessible, fair and benevolent,
produces assured and calm personalities and feelings of well being. On the other hand
the lack of communication in the school system among authorities, teachers, and students
etc. may give rise to stress, anxiety and fear at all levels which threatens peace and well
being of everyone, It is therefore important that the whole school may be organized from
the point of view of whole school approach
The objective of including the second sub theme Pedagogy of Peace was to
emphasize that teacher is the leader in the classroom. His teaching style influences not
only, the learning outcomes of outcomes but also moulds the personality of the students.
Teachers' communication style, disciplining style, aggressiveness, warmth, or caring
attitudes will have long lasting impact on the emotional development of students.
Democratic teacher, free of prejudice motivate 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 participant
were made aware of the fact that each and every activity of the school, and the
teaching and non-teaching personnel and staff all contribute to peace. The
environment of the school, the schedule, staff-principal 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

26
 maintaining 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. The session was taken in one of the schools followed by a tour of the
school.
• Two sessions on Pedagogy for Peace were organized with the objective of enabling
teachers to understand how to organize classroom climate for peace. One of the
sessions was based on the interaction between teachers and pupil of primary stage.
The speaker demonstrated, and later discussed with the participants, how within
classroom and outside classroom behaviour of the teacher could educate students, and
relate their learning process outside the classroom learning as a way of improving
teacher-pupil relationships.
• The other session on improving classroom climate centered round to become aware of
the problems which disrupt peace, personality characteristics of the teacher which
help in the management of the classroom climate, and reflection on the qualities, the
teachers possesses for peace orientation and how they transform themselves. The
exercises helped teachers to think about the ways of peaceful teachers and need to
orient their own self for such behaviour.
Two sessions on Values Underlying Different subjects viz. social science, science, arts,
commerce etc. were taken to make teachers aware of the potential of the subjects to convey
values. This session stimulated their thinking and enabled them to think deeply about their own
subject area and identify values hidden in the subject matter and how these values relate to peace
in real life situations. The sessions involved interactive activities and discussions. For instance
values of measurement, accuracy in description, unbiased assessments etc. taught in science have
implication for day-to-day interaction with people and process of arriving at a judgment about
others. Similarly subjects like social sciences, and mathematics too have inherent values that
could be easily related to peace in real life. The values of thinking logically, drawing
conclusions, appropriate generalizations, making estimates, verifying results etc. have
implications for peace in real life as well.

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 • 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 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 in this theme of pedagogy for peace made participant aware of the Co
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 programme in the
school.

Assessment of Peace Outcomes

• One session on Strategies for Evaluation of the Peace Related Outcomes 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 staffs. The attitudes and values, which could be evaluated in qualitative
ways, were discussed. The teachers developed rating scales to Asses school ethos,
teachers' self-assessment rating scales and students' self-assessment. These scales
were discussed and improved in small groups (Sample enclosed in the appendix).

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, the 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

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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
Three visits to following institutions were organized with a view to expose participants to
experiential learning to develop awareness of the sources of violence, conflict and ways of
peace:
ƒ Gandhi Samiriti, 30, January Marg, New Delhi 110001
ƒ Bal Bhawan and Craft Museum, Pragati Maidan, New Delhi 110001
ƒ Wagha Border, Amritsar

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 this life.
Second visit to Bal Bhawan and craft Museum 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. Visit to craft museum was very exciting as Bal Bhawan although
some teachers took interest in the cultural heritage and crafts of India.

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 The teachers were taken to Wagha Border, Amritsar for viewing the flag hoisting
Military Ceremony on the Indo -Pak border, Jalianwala Bag and the Golden Temple. These
sights have the history of conflicts and lot of bloodshed. The participant felt very deeply about
the issues and underlying hostilities. In fact on the day of the visit of the teachers, there was a
conflict between the two rival groups over speech made in the meeting of Gurudwara.
Prabandhak Committee. This itself lead to discussion and reflection among participants about
the conflict and their impact on daily life.

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 affects of war, cultural
heritage, self-development etc. The films shown are described below.

ƒ Sadako – a thousand cranes

ƒ Children full of life
ƒ Knowing ones strength
ƒ My Favorite Teacher
ƒ Pather Panchali
ƒ Building Peace together (Three Volume)
ƒ Ahmisa se Aman Tak

Sadako- A thousand cranes

This film was about a small girl suffering from cancer resulting from exposed 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.

Children Full of Life

This film was about a teacher who develops empathy among children while working with them
in the class. The cooperative strategies are communicated through project activities in which
children are engaged. E.g. children make a boat and during this activity they develop empathy

30
towards other children. The death in a child’s family is also discussed. Some more films shown
on themes related to values were:
Knowing one’s strength: (No one is perfect)
My favorite teacher: (supportive behaviour of teachers)

The film Pather Panchali was shown to the teachers, which depicted social injustice,
struggle for survival among poor and women.
All the films were liked by the participants as reflected in their experience recorded in the
journal and also expressed during classroom interactions.

Building Peace together (Three Volumes)

This films shows efforts, which could make peace at national and global levels by providing for
basic need of the people. The strategies involved include use of technology, apart from financial
help and cooperation among nations for meeting basic needs for health and nutrition. How
teachers can contribute to building peace at global level through classroom activities was brought
out during discussion with participants.

Ahimsa se Aman Tak

This film was about children in community life who evolve ways of living in harmony with
neighbors in a colony. The children and youth in the colony are shown to be interacting with
each other for sorting out various conflicts occurring in daily life. During discussion the teachers
were enabled to draw implications for their school and classroom.

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

31
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 born out of
constructivist approach, which asserts that training should lead to one on narrative and critical
orientation instead of fitting experience into pre-existing moulds.

Assignments

There were nine assignments, which were given to the teachers during the course. These
assignments were aimed at creating awareness among teachers about their own situation with
regard to peace; and also to assess the development of their understanding, attitudes and skills
related to various concepts, concerns and issues underlying peace which were discussed during
the training. The assignments given to the participants were from each one of the theme areas
were as under:
• Glossary of peace related words
• Key concepts of prominent thinkers
• Factors in school which detract from peace
• Conflict resolution activities by teachers;
• Collection and sharing of anecdotes from real life and school;
• Values implicit in different subject areas;
• Profiling own schools for peace;
• Assignments on developing lesson plans;
• Evaluation of peace related outcomes.

Glossary of Peace Related Words. This assignment was given to review the concepts and
recapitulate peace related words so as to make them part of active vocabulary of teachers. Their
teachers were asked to prepare a glossary of peace words that they had learnt during the course.
The teachers (80%.) did the assignment seriously.

Factors in School which Detract from Peace: This exercise was given to the teachers to think
and list factors, which spoil peace. The objective was to become aware of the various factors,

32
situation and people etc., which disrupt peace in the schools. The teachers were to discuss the
assignment in the group and write it individually.
Almost all the teachers did this exercise very seriously. In most of the cases the
following merged as factors - infrastructure, principals’ attitude, bad habits of teachers, lack of
sufficient teachers and workload, high expectations from parents, space related issues; students’
arrogance was also mentioned as a problem by teachers from Delhi state. Rural teachers
mentioned specific problems such as natural calamities disrupting classroom and schedule of
teachers, excessive rain, floods etc. The northeast teachers mentioned violent rallies, strikes by
students also as factors, which disrupt peace; in southern states mid-day meal was a unique factor
in addition to others.

Conflict Resolution Activities by Teachers: This assignment was given with a view to
understand the type 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 conflict causing situations, which might have occurred in their
school and narrate individually, in writing how they handled such situations. One group narrated
how they will handle the probable conflict causing situations while others mentioned a real
conflict, which were handled.

Collection and Sharing of Anecdotes from real life and school: sharing situations on
prejudices and biases where conflict was experience on resolved:
The teachers were asked to write down three anecdotes, one each from home, school and society
where, they experienced prejudices or bias. Each one of the teachers wrote three incidents,
problems and situations involving family, school and society where there was conflict and the
way it was resolved or could have been resolved. A large number of anecdotes have been
collected. Writing down of these anecdotes has led to deep reflection among teachers, which was
expressed during various class sessions. Teachers made remarks like: I realize now that I am
very impatient, or I do not listen to others or I am prejudiced against females etc.

Values Implicit in Different Subject Areas: This exercise was carried out to stimulate thinking
of the teachers about values, which are inherent in the subject areas. The teachers worked in

33
groups, which were formed according to their specializations and wrote down the values in
different subject areas. The assignments was done by all however not very satisfactorily
attempted.

Assignments on Developing Actions plans was given with a view to motivate teachers to begin
thinking about how they will emphasis peace values through routine lessons in the class. The
teachers made lesson plans but these were not very elaborate ones, just sketches of the values to
be emphasized through the lesson and the methods to be used to nurture these values.

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.

Reflective Journal: A very important assignment was maintaining a reflective journal. The
participants 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 the 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.

Cultual Activities
Each one of the themes of the course curriculum had related practical sessions and assignments,
which were aimed at encouraging, and enabling teachers to use theory, information and

34
experiences received in the course, to analyze their respective school situations with respect to
peace and conflict processes and apply appropriately to their own contexts. The programme
schedule was planned in such away that after a broad thematic area was dealt with, in the course
by faculty, the teachers were asked to work on some practical activities or assignments related to
that theme. At the outset they were introduced to the concepts of peace education and assignment
they worked on, was preparing a glossary on peace related terms. Similarly, teachers worked on
many other assignments related to the curriculum, which revealed the developmental journey of
the teachers, in the sense that they revealed what understanding, and skills they had acquired.
Out of all the practical and the assignments carried out by the teachers, which formed a bulk,
selections were made to highlight the emerging narrative with regard to the peace education. The
daily reflective journal maintained by the teachers' is a technique used to elicit mental
construction of the teachers on the issues dealt with during the course.

Cultural 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 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
The teachers prepared puppets and presented a show in which they depicted parents who do not
allow their children to go out for playing or do any other activity except study. The parents are
very demanding and are not satisfied with even reasonable level of performance in academics.
The children are stifled lying at home. The children's helplessness, resulting from denial of the
satisfaction of their natural urge to engage in nature watch, outdoor play and other creative
activities, was effectively portrayed through the puppets. A few excerpts from the show are
produced below:

35
Drama
A drama was prepared and presented by the teachers, in which one teacher who was very
aggressive earlier (of his own add mission) in the family, in school, and with students, undergoes
a complete change. The colleagues who listen to the problems of the teacher mediate the change.
They very gently help him realize his gender bias, his aggressive ways with his own wife and
school children. They share, discuss and disclose to him how they face these problems too, and
alternative ways of managing so that all could be happy. A few visuals from the play are given
below in which conflict with wife, discussion with colleagues are depicted:

1.3

36
Reading materials and handouts
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 selection of readings as given below was done keeping in mind the simplicity and
readability:
Give Peace A Chance by Krishna Kumar in The Little magazine Volume VI issue 162
(pp 38-47).

Gandhian Path to Peace by Raja Jayaraman in the booklet The India of Gandhi published
jointly by the Ministry of Tourism, India Tourism Corporation and UNICEF, November
1982 (pp 109-118).

Peace Education by S.K.Yerankar in YOJANA September 2003 (pp 2-3).

Peace with the past by Krishna Kumar in Seminar 522 - February 2003 (pp 47-50,
Rewriting History).

Education for Peace by The Dalai Lama An Extracts from the extension lecture delivered
at NCERT on January 4, 2002.

Concept of Peace. Extracts from Peace Education: Concept and method, in Peace
Education: Self Instructional Package for Teacher Educators, NCERT, New Delhi, 2004.

Equipping Adolescents with Life skills, Extracts from 'Understanding Self and Others': A
training Package for teachers (2000), DEPFE, NCERT: New Delhi.

Looking Beyond Schooling for Girls: The Gender Question in Education by Dipta Bhog
(pp 226-239).

World Peace: Need for Grassroots Level Action, (pp 8-9), R.P. Mishra &
T.R.Laskhamanan.

Suggested Readings

Chattopadhyay, S.N. 2001. Swami Vivekananda: His Global Vision. Punthi Pustak,
Kolkata.

Dalal, A.S. 2000. Growing Within: The Psychology of Inner Development. Sri
Aurobindo Ashram, New Delhi.

Das Gupta, S. 1961. Tagore's Asian Outlook, Nava Bharati, Kolkata.

37
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.

Gnostic Centre Journal, The Awakening Ray. The Gnostic Centre, New Delhi.

Ghosh, P.S. et.al 2000. Pluralism and Equality - Values in Indian Society and Politics.
Sage Publications, New Delhi.

Harris, I.M. 1998. Peace Education. McFarland, North Carolina, NCERT, New Delhi.

Juergensmeyer, M. 2003. Gandhi's way - A Handbook of Conflict Resolution, Oxford

University Press.

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.

Krishna Kumar. 2006. Peace Lines. Penguin Publications, New Delhi, (In Press).

Krishnamurti Foundation, Journal of the Krishnamurti Schools, Chennai.

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.

NCERT 2005. National Curriculum Framework. NCERT, New Delhi.

NCERT 2005. Education for Peace. Position Paper of National Focus Group, 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.

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.

38
 Sumathi, S. 2005. Living in Harmony: A Course on Peace and Value Education. Book
1 to 8, Oxford University Press.

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.

Valson, T.2006. Living in Harmony: A Course on Peace and Value Education. Oxford,
New Delhi.

Vyas R.N. 1987. Indian Wisdom and International Peace, Gian Publishing House, Delhi -
110007.

Websites on Peace

• 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:

39
 http://www.unesco.org/education/tlsf/
• UNICEF Teachers Talking: http://www.unicef.org/teachers

Appendix- A
(This section gives a glimpses of the assignments and the creative work done by the
participants during the course)

'kkafr xhr

vkvks jpsa feydj lHkh ;g fo'o gh ifjokj gks AA

,slk lq[kn lalkj gks A
ftlesa u oSj /k`.kk iys ge ,d gksa ge usd gksa
tgk¡ I;kj gh cl I;kj gks AA ,slk gekjk foosd gks A
erHksn D;k dj ik;sxk
viuksa ls nwj u gks ldsa tc fpRr 'kkar mnkj gks AA
etcwfj;ksa esa u jks ldsa A eu 'kkar gks ou 'kkar gks
ge gj fdlh ds gks ldsa ty] Fky] xxu Hkh 'kkar gks A
,slk e/kqj O;ogkj gks AA gks 'kkar ikod vkSj iou
buesa u dksbZ fodkj gks AA
tgk¡ lR; gks ln~Hkko gks
d:.kk n;k leHkko gks A ikS/ks gekjs ckx esa
ogk¡ izse] lg&vfLrRo gks tyus u ik;s vkx esa A
lcdks gh le vf/kdkj gks AA budks cukuk Qwy gS
buessa u dksbZ [kkj gks AA
gR;k u fgalk gksM gks
lerk gks] R;kx cstksM+ gks A [kqn dks lae> tc tk,axs
gS ,d gh cl dkeuk tx gks le> rc ik,axs A

40
txukFk Hkh fey tk,axs
igys rks ge rS;kj gksa AA

ge [kqn HkVd uk ik,axs

tx dks Hkh jkg fn[kk,axs A
eu esa tyk,a T;ksfr fd
txex gks tx mft;kj gks AA

thou rks ,d migkj gS

[kqf'k;ksa dk ;g lalkj gS A
gj tho [kq'k gksdj jgsa
dksbZ ugha ykpkj gks AA

ladYi ysdj tk jgs

lius cgqr gS vk jgs A
geus ;gk¡ lh[kk gS tks
thou esa ;g lkdkj gks

¼'kkafr f'k{kk izf'k{k.k dk;ZØe esa bl xhr

dk l`tu gqvk½

41
 Hkkjr&ikfdLrku ok?kk ckMZj
fcuk nhokj dk njoktk

ok?kk ckMZj dk n`'; ns[k]

eu] u tkus D;ksa jks;k gS A
caV x, HkkbZ vkS Hkw esjh
dqN feyk ugha cl [kks;k gS AA

dy rd Fkk vkWpy Hkkjr ek¡ dk

mlds VqdM+s nks rhu gq,
?kj }kj gekjs nwj&nwj
fQj D;ksa dkaVksa dks cks;k gS AA

dkaVksa ds rkjksa ls rkj&rkj

er mdlkvks] dj t;&t;dkj A
xj vUrj gh j[kuk gS rkss
Qwyksa dh ckM+ yxkvks fey dj

;g ns[k n'kk bu ns'kksa dh

HkkbZ;ksa dk fny D;ksa lks;k gS AA
¼'kkafr f'k{kk izf'k{k.k dk;Zdze esa bl
xhr dk l`tu gqvk

42
 Reflections of Teachers
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:
Inner peace
gj fnu eq>s u;k lk izrhr gksrk FAk A 'kke
dks ?kj tk dj l= ds ckjs esa lksprh rks eq>s
yxrk FAk bl ls igys eq>s dqN ugha vkrk Fkk
vkSj ge One way traffic dh rjg 'kkWafr dk
dke dj jgs FAs A vkt eq>s ;g lksp dj
vPNk yxk fd ge viuss fopkjksa }kjk vius
vki esa ifjorZu dj ldrs gSa A fo|ky; Lrj
ij dkQh dqN dj ldrs gS A lp iwNks rks eSa
vkt dy ?kj ij cPpksa dks ckr&ckr ij ugha
MkWaVrh A u gh eSa ncko esa jgrh gwWa A esjk eu
cM+k [kq'k jgrk gS A igys tgkWa eq>s N% gQrs
,d yEck l= yx jgk FAk ogh vc NkssVk lk
le; yxus yxk gS A ?kj ij esjs ifr eq> ls
iwNrs gS D;k ckr gS lekpkj lqu jgh gks A
lekpkj i= i<+dj dbZ fo"k;ksa ij fopkj foe'kZ
djrh gwWa rks gSjku gksdj dgrs gSa vlj gks jgk
gS A
Violence
ge cPpksa dks MkaVrs gS A ekjrs gS A ;g
Hkh fgalk gSA rks cPpk violent gksxk A
rksM+ QksM+ djsxk A blfy, ge dHkh cPpksa
dks ugha MkaVsaxs A lHkh ds lkFk izsee;
O;ogkj djsxsaA
43
lkekftd U;k;
tc lkekftd U;k; dh ckr gks jgh FAh
rks Mh-Vh-lh dh clksa ds dUMDVj dk
mnkgj.k fn;k x;k crk;k fd Be honest
yourself A gesa dSls 'kCn iz;ksx djus
pkfg, dSls ugha A tc eSa dgha fdlh
nqdku ;k jsLVkjsUV esa ;k Ldwy dSUVhu esa
tkrh gwWa rks dke djus okys cPpksa dks
NksVw dg dj iqdkjrh FAh vkt tc bl
ckr dks dgk fd ge nwljs dh identity
dks [kRe dj nsrs gS A vc bl izdkj
dk O;ogkj ugha gksxk
Self-awareness
Vzsfuax esa vkus ls igys eq>s yxrk FAk fd
deh esjs vanj ugha] ;gka ds flLVe o gekjs
Education Directorate ds system esa gSA eSa
rks fcYdqy lkQ gwWa rFAk lHAh xyrh nwljksa esa gSa
eSa cPpksa dks ekj ihV dj rFAk viuk jksc ;k Mj
esjs f'k{kd lkFAh tkus vUtkus esa lkjk nks"k mUgha
dk ekurk jgk gwWa mudh lkjh ckras bl le; esa
;kn vk jgh gS og viuk HAyk rks pkgrs FAs
ijUrq eSa HAh dgha u dgha rkjhQ dk HAw[kk FAk
rFAk eSa de iz;kl esa vf/kd Qy dh dkeuk dj
jgk FAk rFAk Qy u feyus ij nks"k vius ugha
nwljksa esa <W<wa jgk FAk A
;gka vkus ij vglkl gqvk fd nks"k
nwljks esa ugh Lo;a es fNik gS rFAk eSa viuh
xyfr;ksa ij ijnk Mkydj nwljs ds xq.kksa dks HAh
voxq.kksa ds :i esa ns[k jgk gwWa A rFAk ;fn dqN
leL;k ;k nqxZ.k lkfFk;ksa esa Fks] rks HAh lkFAZd
iz;kl ds }kjk mudk I;kj ik;k tk ldrk gS A
 The sessions on Pedagogy and Whole School Approach brought about reflection on the way
teachers' personality and day-to-day interactions influences students interest and motivate them
to learn and adjust there cultural envrionment

Truly Humanistic Teacher

fo|ky;h okrkoj.k
f'k{kd og tks Nk=ksa ds thou
dks ,sslk dqN nsa tks muds thou
dhA fuf/k cu tk;s A gesa ges'kk
cPpksa dks gkSlyk nsuk gS A gesa Leader cukus dh ckr py jgh FAh igys eSa
Truly Humanistic Teacher ftl izdkj leader appointdjrh gwWa og rks ,d
cuuk gS fcuk yxu ds rks ge ne xYr FAk A ge fo|ky; Lrj ij NksVh NksVh
vkxs ugha c<+ ldrs A var esa ckrksa dks /;ku ugha nsrs A bl l= esa eq>s
eSa rks ;gh pkgrh gwWa fd T;knk NksVh&NksVh ckrksa dk Kku gSa vkSj ftls ge
ls T;knk f'k{kd bl izksxzke dk vuns[kk djrs gS A gj jkst gj fo"k; eq>svius
Qk;nk ysa vkSj ns'k dks Qk;nk thou ds fy, mi;ksxh fl} gks jgk gS A
igqpk,Wa A

Teacher Pupil Interaction

fo'ks"k ckr ;g jgh dh vkt eSMe us ftl rjg eq>s

izfrfdz;k nsrs le; jksd fn;k FAk rFAk eq>s cqjk yxk
FAk mlh rjg {kek HAh ekxh D;ksafd mUgksaus og
O;ogkj iwjs xzqi dh HAykbZ ds fy;s fd;k FAk tks eSa
le> ugh ik;k FAk A
vr% eq>s HAh irk pyk fd tc eS d{kk esa
fo|kfFAZ;ksa dh izfrfdz;k ugh djus nsxk rks cPpksa ds
Teacher's
dksey g`n; ij D;k chrrh gksxh ml nnZ dk
vglkl gqvk A lkFA gh eSaMe dh egkurk ds izfr
Teacher's Role
HAh ueLrd gks x;k ftUgksaus esjh euksn'kk igpkudj
eq>s ml u;h leL;k ls mHAkjk A ;fn ge HAh vius fQYe ns[kdj yxk fd gekjk viuk O;ogkj fdruk
fo|kfFAZ;ksa rFAk lgikfB;ksa ds lkFA ;g O;ogkj djsa vkgr djrk gS cPpksa ds dksey eu ij A "'kafr
rks 'kk;n lkjs conflict nwj gks tk;saxs A f'k{kk" okdbZ ,d vPNk iz;kl gS A ;s NksVh NksVh
ckrsa tks ge mUgsa rks djus ls jksd jgs gS ijUrq
Lo;a dj jgs gSa A gekjh Nfo cPpksa ds eu esa
vPNh ugha cu jgh gS A bl ckr ls voxr gq, gSa
A gekjk eq[; mn~ns'; mUgsa f'k{kk nsuk gS ftlesa
muds i<+kbZ ls lacaf/kr dfBukb;ksa dks gy djuk
lkFk gh ikB~;dze dk iwjk djkuk gS A

44
 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.

lquus dh le>

tgkWa f'k{kd ds :i esa cksyus dh fo|k gh f'k{kd ds fy,

loksZifj gS] ;gkWa vkdj ekYkwe iM+k fd lquus dh le> ,d dyk
gS mls fodflr djuk vk/ks ls vf/kd leL;kvksa dk lek/kku gS]
izd`fr izse] nwljksa ds izfr lEeku] leku volj iznku djus esa
lg;ksx ,oa lekt ds izfr nkf;Ro eSaus 'kkafr f'k{kk dzk;Zdze esa
vkdj lgh ek;uk esa le>k A ^lPpkbZ dh [kkst* ,oa ^mldk
iz;ksx gh f'k{kk gS* ,slh Li"V le> 'kakfr f'k{kk izf'k{k.k ds
mijkar le>k AcPps izdf` r dh vewY; fuf/k gSa A "It is easier
to educate children rather than to repair an adult" vUrar
ekxZn'kZd ,oa drZO; dh vksj vUeq[k djus okyk okD; gS A Understand 'self'
tgka 'kfUr f'k{kk ls iwoZ esjs vDy dks xqLlk/dzks/k [kk jgk FAk]
'kkafr f'k{kk ds ckn eSa viuh vDy ls xqLlk/dzks/k [kkus dh
dksf'k'k dj jgk gWwa A ,slk HAkstu esjs O;fDrxr thou]
ikfjokfjd thou] lkekftd thou ,oa sfo|ky;h O;oLFAk esa vkewy
ifjorZu djsxk ] ,slk eSa fo'okliwoZd dg ldrk gwWa A

Today I understand 'self' little better

eq> esa cnyko
eq> esa cnyko ykuk eq>s yxrk gS cgqr gh eqf'kdy dke
yxrk FAk ijUrq eSaus vius dzks/k ij FAksM+h deh dj nh gS
A iwjh rjg ls 'kkUr rks ugha dgk tk ldrk gS A ijUrq
fQj HAh FAksM+k vUrj vk;k gS A 'kakfUr fnekx ls ugha
fny ls lkspus dh ckr gS A Listening with carefully
vHAh rd cgqr T;knk ge bl ckr dk /;ku ugha j[krs gS
A ijUrq vc gesa bldk vkHkkl gks x;k gS fd cPpksa dh
dksbZ HAh ckr dks lquus ds fy, gesa ges'kk rS;kj gksuk
gksxk A Workshop or any seminar ijUrq Peace
Education Programme esa eq>s cksyuk rks vk x;k
fcuk Mj ds viuh ckr dguk eSa ,d Vhpj gwWa eq>s Hah
viuss Dykl esa ,d ,slk ekgkSy cukuk gS ftlesa izR;sd
cPpk eq>ls fcuk Mj ds d{kk esa cksyuk 'kq: dj nsa A
than yesterday. Self as seen by 'my self' and
self as seen by others differs in their perspective.
Self cannot be expressed openly because of the
threat to self from others. Threat may be due to
the lack of self-confidence or some other
shortcoming.
I feel that I can develop positive self
among students by creating fearless
environment, laughing with them, not imposing
restrictions or humiliation of the students. The
conducive climate could help the student to be
confident. Teacher should be friendly,
motivating, cooperative and various activities
such as field trip to remove hesitation to unfold
their inner self.

45
 'kkfUr cukus o f'k{kk ds fuekZ.k esa ,d v/;kid dh HAwfedk

¾ ,d v/;kid dks vius fo|ky; esa 'kfUr LFAkfir djus gsrq ldkjkRed fopkj
dk gksuk vko';d gS lkFA gh nwljksa ds fopkjksa dks vknj lfgr Lohdkj djuk
o mUgsa izksRlkfgr djuk HAh vfr vko';d gS A
¾ ;fn ,d v/;kid vius vki esa dqN egRoiw.kZ xq.k tSls fdlh dks dksbZ
uqdlku u igqWapkuk] nwljksa dh vPNh ckrksa dh rkjhQ djuk] I;kj djuk]
n;k&HAko j[kuk vkSj nwljksa lss lgkuqHAwfr j[kuk dks viuk ysrk gS rks mlls
lacaf/kr o laidZ esa vkus okys O;fDr o Nk=ksa esa mlds bl O;ogkj ls ijks{k
:i ls 'kkfUr dk gh fuekZ.k gksxk A
¾ 'kkfUr dk fuekZ.k djus gsrq v/;kid dks vius dzks/k dks jksdus o ml ij
fot; ikus dh 'kfDr dks fodflr djuk cgqr vko';d gS A
¾ ,d v/;kid dks 'kfUr dk fuekZ.k djus ds fy, vius vUnj ,d nwljs dh
enn djuk] Nk=ksa ds eu efLr"d esa vius fy, fo'okl txkuk HAh vfr
vko';d gS A
¾ ekuo dh xfjek dk lEeku djuk vkSj nwljksa ds lkFA og O;ogkj djuk tks
og Lo;a ds fy, pkgrk gks oSlh lksp le> dk fodkl djuk A
¾ la?k"kZ dks lgh izdkj ls le>uk o mlds dkj.kksa ds ewy esa tkuk rFAk mls
lqy>kus dh le> ds dkS'ky dk fodkl djuk A vkSj mls lqy>kus ds fy,
mi;qDr fodYi dh [kkst djus ls HAh 'kkfUr dks cuk, j[kk tk ldrk gS A
¾ vius Nk=ksa dks i;kZoj.k dh lqj{kk rFAk i`Foh ij mifLFAr lHAh thoksa dh
egRrk dks crkuk HAh 'kkfUr dks cukus esa lgk;d gS A
¾ ,d v/;kid dk ;g ewy drZO; curk gS fd og vius Nk=ksa dks ,d vPNk
balku cukus esa lgk;d gks vkSj Nk=ksa esas lPph vkRe'kfDr iSnk djs ftlls mls
gh ugha iwjs lekt o ns'k dks ykHA igqapsa A
¾ ,d v/;kid dh rqyuk ml ekyh dh rjg dh xbZ gS tks vius Nk=ksa esa Kku
o tkudkjh dk cht cksrk gS A lkFA gh mlessa thou ds ewY;ksa dks HAh
txkrk gS A v/;kid ,d vPNs ekyh dh rjg vius Nk= :ih ikS/ks esa ls
cqjkbZ;ksa dks fudky QaSdrk gS vkSj mls n;k :ih ty ls lhaprk vkSj mls
iqf"ir gksus ds fy;s vPNk iz;kl djrk gS A

46
 ¾ vPNs v/;kid dk ,d ewy xq.k ;g gS fd og viuh d{kk esa ges'kk
ldkjkRed okrkoj.k dks cuk;s j[ksa o iwjh d{kk esa fdlh izdkj dk HA; u
O;kIr gksus nsa A
¾ NksV&NksVs Nk= vius vkn'kZ v/;kid ds O;ogkj vkSj lkFA gh vius ifjokj esa
cM+ksa ds O;ogkj ls gh 'kkfUr ds ewy rRo dks lh[krs gS A
¾ bl izdkj ls ifjokj ds lkFk lkFk Ldwy esa gh cPpsa dh ekufld fodkl ,oa
lekt ds ckjs esa le> c<+rh gS A
¾ v/;kid dks ges'kk vius voxq.kksa ds ckjs esa HAh lpsr jguk pkfg, ftlls
mlds voxq.kksa dk dksbZ cqjk izHAko Nk=ksa ij u iM+s A
¾ cPpksa dks lh[kus ds fy;s izksRlkfgr djuk vkSj lkFA 'kkfUr ds fy, dkS'kYkkSa
dks c<+kus esa lgk;d gksuk pkfg;s A blds fy, 'kkfUr fo"k; ij laokn ,oa
ppkZ ifj;kstuk] Jo.k n`'; ek/;e ls lpsr djuk pkfg, A
¾ ,d vkn'kZ v/;kid vius Nk=ksa dks fofHAUu jk"Vz~h; ioksZa o fnolksa esa Nk=ksa
dh iw.kZ lgHAkfxrk lqfuf'pr djkus esa egRoiw.kZ ;ksxnku nsrk gS A
¾ ,d vkn'kZ v/;kid vius Nk=ksa esa nwljksa dh HAkoukvksa vkSj laosnukvksa dks
le>us o muds lkFA vPNk O;ogkj djus ds fy, izsj.kk nsrk gS A
¾ lekt esa vkfFAZd n`f"V ls fiNM+s Nk=ksa o fodykax Nk=ksa ds ?kj tkdj mudh
fLFAfr ls ifjfpr gksuk o muds lkFA lgkuqHAwfr djuk Hkh f'k{kd dh Hkwfedk
esa 'kfey gS A
dgkuh dFAu ds ek/;e ls d{kk esa 'kkfUr f'k{kk dks c<+kus esa lgk;rk nsrk gSA

TYPES OF CONFLICTS AND RESOLUTION STYLES

There is a conflict in my school. I am the Head Master of Primary School, B.C. Colony,
Madhapur, Nalgonda District of Andhra Pradesh. Our school runs form class- I to class-V.
Total strength of our school is around 100. We have only one classroom, which is recently
constructed. We are only two teachers including me, in our school. We have to handle 5 classes
and to teach 19 subjects in that single room.

47
 As a head of the institute, I have to look after the school administration functions, such
as, admissions – withdrawals, textbook distribution, mid-day meals programme, attending higher
authorities, meetings, school committee, parent’s teacher meeting, academic trainings and so on.
Apart from these as a teacher I have to participate in the programmes like voters’ enrolment,
BPL survey, population census calculations, economic surveys, pulse polio immunization and
AIDS awareness programmes etc.
We are facing a huge problem, when any one of us goes on leave. We have to look after
the whole institute alone. It’s a problem to deal simultaneously with the academic and
administrative issues. When I asked higher authorities about this problem, they said that it is
Government policy and there is no solution for this. As we say “Education For All”,
“Development For All” under the Sarva Shikhya Abhiyana (SSA) scheme, are we arranging the
basic needs of the schools? Without providing the minimum infrastructure and class-wise
teachers, we can’t reach the goal of “Education For All”.
By launching schemes such as ‘Back to School’, ‘Education Guarantee Schemes’, etc.,
we are bringing the children back to the school, but failing to retain them in school. Due to this
the number of child labour is increasing in the BPL groups particularly.
This is not a conflict of my own it is a conflict of majority of teachers who are working at
primary levels in the Government and local body schools all over the country. It is a conflict in

my mind for many years for which I am not getting any solution.

II

gekjs izk;ksfxd fon~;ky; esa tc ikWapoh d{kk ikl djds cPps NBoha d{kk
esa tkrs gSa ml le; ges'kk lSds.Mjh ds f'k{kd ehfVax cqyk dj ge izkbejh
ds VhplZ dks dgk tkrk gS fd vki yksx vPNs ls i<+krs ugha gS ftl
dkj.k ls cPps cgqr T;knk la[;k esa NBoha esa Qsy gks tkrs gS lkjk nks"k
ge izkbejh VhplZ ij e<+ fn;k tkrk gSA ;g ,d ,slk b'kq gS ftl dkj.k
gj lky ijh{kk ifj.kke ?kksf"kr gks tkus ij gYyk eprk gSA

48
 III
eSa tokgj uoksn; fo|ky;] fQjkstiqj] iatkc esa dk;Z dj jgk gwWa A gesa uoksn;
ijh{kk ds fy;s vkl&ikl ds Ldwyksa esa tkuk iM+rk gsa A eSa viuss lkFAh v/;kid ds
lkFA ?kYy&[qknz Cykd ds ,d Ldwy esa x;k A

ogkWa tkdj eq>s cgqr vPNk yxk A Ldwy esa lQkbZ FAh] cPps HAh iwjh MzSz~l
esa FAs A muds cSBus ds fy, vPNs eSV dk bratke FAk Aiwjk ifCyd Ldwy dk
ekgkSy FAk A tc geus v/;kidksa ls iwNk rks mUgksaus crk;k fd mu yksxksa us bl
Ldwy esa ,d QaM 'kq: fd;k gS ftlesa lHAh cPps vkSj v/;kid viuh cpr Mkyrs
gS A 'kq:vkr ge v/;kidksa us dh gS A geus bl ckj nhokyh ls bldh 'kq:vkr
dh A geus iVk[kksa ij [kpZ ugha fd;k og iSls geus cpr QaM esa Mkys A vkSj tks
HAh NksVh lh NksVh cpr cPpksa us dh og HAh bdVBh dh xbZ A mlls geus eSV
[kjhns] cPpksa dh Mzz~Sl yh A

bl rjg ge NksVh ls NksVh cpr djds vius Ldwyksa dh n'kk cny ldrs gSA

IV
CONFLICT RESOLUTION

I am working in Jawahar Navodaya Vidyalaya, Ferozepur (Punjab). In our Vidyalaya we solve

our conflicts peacefully. Our worthy principal Mrs. H.P.Kaur provided an example of solving
conflict. During teaching time, she takes rounds in the academic block. Whenever her she finds
any class without teacher, she never looses her patience. She asks students whose period is it,
and starts teaching that subject. She never asks the teacher why are you late? Or where are you?
Thus in this way a family atmosphere is created in our Vidyalaya. Students often visit
principal’s office for their problems. They never think that they are in principal office. Some is
the case with teachers.
In an organization conflicts occur frequently but these could be resolved peacefully. That
is why our Vidyalaya is number one in our region.

49
 EFFECTS OF FAMILY CULTURE ON CHILD

cPpk loZizFAe tUe ds ckn tc ehBk cksyrk gS rks og vius dks ekWa dh
xksn esa ikrk gS A rFAk ;gh dgk tkrk gS fd izR;sd cPpk vius ekWa ls gh izFAe
ikB i<+rk gS A vFAkZr ekWa gh cPps dh izFAe xq: rFAk ifjokj gh izFAe fo|ky;
gksrk gS vr% cPps ij bu nksuksa dk lokZf/kd izHAko HAh iM+rk gS A
cPpk viuh izFAe o"kZ dh learning dsoy ekWa ds O;ogkj rFA mls vkl ikl
dh xfrfof/k;ksa dks dsoy ns[krk gS vr% cPps esa ;gh ls dqN xq.kksa tSls lg;ksx] g"kZ]
[kq'kh] fpMfpMkiu vk tkrs gS cPps dh ekWa cPpksa dks ftl HAko ;k fLFAfr esa nw/k
fiykrh gS ml le; mldh HAkouk,a HAh cPps ds fodkl esa lgk;d gksrh gS A ?kj
dk ekgkSy cPps dh ekWa ds O;ogkj dks fu;fU=r djrk gS vr% HAkbZ ml voLFAk esa
cPps dh gh vO;ofLFAr gksxh rks cPps dh personality O;ofLFAr gks ,slk ekuk tkuk
lgh gS A
dqN yksx rks cPps ds tUe ls igys vFAkZr tc cPpk ekWa ds xHAZ esa gh gS
ml le; dh ifjfLFAr;ksa dk HAh cPps ds fodkl esa rFAk mldh personality ij
izHAko ekurs gS A tUe ds ckn cPps ds HAkstu dk Hkh cPps ij izHAko iM+rk gS
tSls ;fn cPpk ftl /keZ vFAok laLd`fr esa iSnk gks jgk gS mlh izdkj dk mlds eu
ij izHkko iMrk gS ;fn cPpk fdlh ekalkgkjh ?kj esa iyk cMk gqvk gS rFAk ?kj esa
gh ehV vkfn dks ekjdj idk;k tkrk gS rks cPpk dqN funZ;h vFAok n;k dk
O;ogkj de gksxk D;ksafd cPpk ekj dkV ds ekgkSy dks ns[krs gq, cMk gqvk A ;fn
mldks lgh rjhds ls le>k;k ugh x;k gS rks mlesa ogh xq.k vk;saxs ftUgsa og vius
lkeus gksrs ns[k jgk gS A
blh izdkj ftl ?kj esa ekWa o firk th ds vkilh O;ogkj dk cPps dh ewY;ksa
ij cgqr izHAko iM+rk gS ;fn cPpksa ds ?kj esa dgh HAh vkilh eu eqVko gks rks
cPpsa ij mldk cgqr cqjk izHAko iM+rk gSa vr% geasa cPpksa dks ,slh ckrs vo';
crk;s tksfd muesa ewY; fu/kkZj.k esa dke vkos A

& ifjokj esa lq[k 'kkfUr dk egkSy jgs rFkk cPpksa ds lkeus vkil esa ,slh
dkssbZ Hkh O;ogkj u djs ftlls cPpksa esa udkjkRed ckrksa dk fodkl gksA
& cPpksa dh viuh dqN vis{kk,a vius ifjokj ls gksrh gS vr% mudh vis{kkvksa
dk /;ku jgs A

50
& cPpksa ls I;kj dk egkSy j[ks rFAk ckr&ckr ij mUgsa Vksdk&Vkdh uk djsa dsoy
mudk observation djsa A
& cPpksa dks syxkrkj LoPNUn Hkh uk NksMsa mldh proper monitoring HAh djrs jguk
pkfg;s le; &2 ij mUgs lg;ksx HAh djsa A
& cPpksa dks dHAh fdlh ls uk dgs A blls cPpksa esa Xykfu dh HAkouk dk
fodkl gksxk A
& cPpksa ij vius fopkj FAksis ugh. mUgsa dsoy lgh xyr O;ogkj dh ckrksa dks
crkrs jgs A
& cPpksa dks viuss vuqlkj c<us ds mfpr volj HAh nsa A
& cPpksa ls ftl O;ogkj dh vis{kk djrs gS A igys mu xq.kksa rFAk O;ogkjksa dks
viuss vUnj fodflr djsa A
& cPpksa dks dHAh HAh frjLdkj ls u ns[ksa vFAkZr mUgsa le; nsa rFASk mudh ckrksa
dks /;ku ls lqus rFAk izR;sd leL;k ij lgkuqHAwfriwoZd O;ogkj djsa A
& cPps ds Proper development ds fy;s cPps ls lg;ksxh dh rjg O;ogkj djsa A
& cPpksa esa vf/kdkjksa ds lkFA&2 dRrZO;ksa ds izfr HAh tkxzr djsa A
cPpk vius ifjokj dk vkbZuk gksrk gS A vFAkZr cPpksa dks ns[kdj rFAk mlds
O;ogkj ds fglkc ls mlds ?kj ifjokj ds ckjs dkQh vkdayu dj ldrs gSs
vFAkZr NksVs cPps D;kssafd ns[kdj gh lh[krs gSs vr% mu ij muds ekrk&firk]
?kj ds vU; lnL;ksa sds O;ogkj dk cgqr vlj gksrk gS A

vr% ifjokj ds }kjk fn;s xq.kksa dks gh Ldwy esa vkxs tkdj de ;k
vf/kd c<+kok nsdj vkxs c<+k;k tkrk gS vFAkZr cPps dsd fodkl esa lcls
vf/kd egRo mlds ?kj ifjokj dk gksrk ftl izdkj HAou fuekZ.k djrsd
le; ge izFAe uhao dk fo'ks"k /;ku nsrs gS A blh izdkj cPps esa O;fDrRo
fodkl esa muds ?kj dk okrkoj.k uhao dk dke djrk gS A rFAk ;gh uhao
vkxs pydj HAou dh izd`fr dks fu/kkZfjr djrh gS A

51
EVALUATION OF PEACE RELATED OUTCOMES:

Assignment Rating Good

Statements For 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.

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.

52
 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.

Statements For Students

1. Enjoy participating in the group activities like Saraswati Pooja,

Tyagaraja Aradhana etc.
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.

53
 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

ASSIGNMENT RATING: AVERAGE

PROFILING YOUR SCHOOL FOR PROMOTING PEACE

The School can promote peace by following methods:

- Moral story telling

- Environmentasl studies
- Meditation
- Sensitisation of teachers
- Spiritual courses
- ASP NET Work Programmes.

Questions:

Q.1 How does a Moral Story inspire peace?

A particular story with a certain moral, say for example each one should be loyal
to his country. This story when explained by a teacher in a classroom influences the
students to cultivate about loyalty towards nation, his own being and towards others.

Q.2 How does an environmental study class help in promoting peace?

To inculcate the habit of loving nature which protects and guards us from the ultra
violet rays or Cosmic rays. Forestry provides greenery, shelter, and food Web and
protects the plant on animal lives. When these aspects are brought to the minds of our
students in harmonious manner it will brings peace among them by developing love for
nature. By this child grow the mentality of interdependence between animal and plant.

54
Q.3 In what Way does Meditation helps in bringing peace?

Meditation is nothing but hymns for calmness of mind thinking in a conditioned,

balanced State of mind Without any bias about anybody Deep thinking takes us to that
state at which position peace in experienced in real perspective. It manipulate power of
mind towards a positive out put & enhance bless around.

Q.4 What do you understand by the word sensitization of teacher?

To make the teacher sensitive. He must be aware of his behaviour first. He or she
will be always being in the middle of the Students. So whatever the actions that were
carried out by the teacher are being observed by the students and will have their impact
on them. Hence, the teacher must be sensitized with the importance of teaching, playing,
addressing and questioning about peace. By all these methods peace can be experienced.

Q.5 What is the part of spiritual Courses in promoting peace?

Spiritual activities help students to think in a right way. Great lectures of Saints
and Sash's have a great impact on the minds of the students. Students must be allowed to
take part in spiritual activities to experience peace.

Q.6 What is part of ASP Net work in Schools?

Associated Schools for Peace network programmes are very popular programme,
which educate students through about peace initiatives, and programmes. It increases
child's quest for knoweldge and its use. By these programmes child grow to share his
experience and cultivate the culture of tolerance.

55
Recitation/Prayers
loZ/keZ izkFkZuk
rw gh jke gS] rw jghe gS ]
rw djhe d`".k [kqnk gqvk A
rw gh okgs xq:] rw bZ'kq elhgk]
gj uke esa rw lek jgk AA

rsjh tkr ikd dqjku esa]

rsjk n'kZ osn iqjk.k esa A
xq: xzaFk th dh c[kku esa]
rw izdk'k viuk fn;k jgk AA
rw gh jke gS] rw jghe gS &&&&&&&&&&&&&&

vjnkl gS dgh dhrZu

dgh jke/kqu dgh vkokgu A
fof/k osn dk gS] ;s lc jpu]
rsjk HkDr rq>dks cqyk jgk AA
rw gh jke gS] rw jghe gS &&&&&&&&&&&&&&

fof/k os'k tkfr ds Hksn ls]

gesa eqDr dj nks ijefirk A
rw>s ns[k ik, lHkh esa ge
rq>s ge ik ldsa ge lHkh txg AA
rw gh jke gS] rw jghe gS &&&&&&&&&&&&&&

rsjs xq.k ughs ge xk lds

rq>s dSls eu esa lek ldsa A
gS nqvk ;gh rq>s ik ldsa ]
rsjs nj is flj ;s >qdk gqvk
rw gh jke gS] rw jghe gS &&&&&&&&&&&&&&

56
 APPENDIX B

List of the Participants of the Training Course on Peace Education for Teachers
30th May 2006 to 7th July 2006

ANDHRA PRADESH

1 MR. PESARU LINGA REDDY

DATE OF BIRTH – 05.04.1969
M.P. Primary School, B.C. Colony,
Madhapur, Mandal: Thurka Pally
Distt. Nalgonda
Andhra Pradesh-508116
Pt.No.188/2, PNR RESIDENCY
JAWAHAR NAGAR COLONY
MOULA-ALI, HYDERABAD
ANDHRA PRADESH-500040

2 MR. GIRIDHAR REDDY REPAKA

DATE OF BIRTH- 03rd JULY 1969 FLAT NO .1 PLOT NO.F.39
M.P. Primary School SNEHA APARTMENTS
Vill. Muneerabad, Post: Jalalpoor KAMALA NAGAR-ECIL
Mandal-Bommalaramaram HYDERABAD-ANDHRA
Distt. Nalgonda PRADESH-5000262
Andhra Pradesh-508126 09848447704/094415112455555

3 MR. S. DHANUNJAY
DATE OF BIRTH- 10.10.1971 Shop No.9
Centre Primary School SREERAM NAGAR COLONY
Bommala Ramaram KAPRA R.R.DIST
Nalgonda E.C.I.L
Andhara Pradesh-508126 HYDERABAD-62
Mobile-9848274379

4. MS.S.A.JOSEPHINE H.No.4-16-88
DATE OF BIRTH- 21st NOVEMBER Amaravathi Road
Sr.Gr.Teacher GUNTUR-2
Municipal Corporation School No.52 Andhra Pradesh
Guntur Urban, Andhra Pradesh
Pin-522002
Ph : 9949526310, 0863-2218138

57
BIHAR

5 MR. AMAR NATH MISHRA

Non-Tag Primary School Kothia Barai Tal, Tajpur C/o TAPOKUNJ
Vill. Kothia Distt. Samastipur BARAH PATHAR
Bihar-848101 WARD NO.11
SAMASTIPUR,BIHAR
06274-223152
09431010090
6. SHRI BHAGWAN PANDEY
DATE OF BIRTH-11.01.1956
Govt. Zila School Arrah,
Arrah, Bhojpur
Bihar
(M)- 09334547046

HARYANA

7 SHRI BRAHAM PRAKASH

(LECTURER), D.O.B-06.05.1968 H.No.23
SCERT Haryana Sector-17 A
Gurgaon Gurgaon (Haryana)
Haryana-000122001 M-9868893691

8. MS. SARITA
SCERT Haryana
Gurgaon
Haryana-000122001

9. Mrs. NEGI HUKMA MEHTA

C/o Shri Rattan Singh
T.G.T. Sanskrit General Merchant Rekong Peo
Kendriya Vidyalaya N.1 Distt.Kinnaur
Ambala Cantt. Himachal
Haryana-133001 01786-222241 (R)
0171-2633133 (R) 222275 (S)
0171-2630030 (O) 223075 (R)

KARNATAKA

10. MR.H.S.PURUSHOTHAMA
D.V.S comp. Pu College
High School Secion
Shimoga- Karnataka-577201
Mobile-9448814432

58
11. MR. CHANNAPPA MADIVALAPPA HORTI
D.O.B- 01.06.1965
K.B.S.K. Budihal L.T.
TQ: Basavan-Bagewadi
Bijaur
Karnataka-586208

.12. SHRI SHIVAPPA B DESHNUR

DOB- 05.04.1969
Teacher
HPS Tegur School
Taluk Dharwad
District Dharwad
Karnataka-580008

MADHYA PRADESH

13. DHIRENDRA SINGH TOMAR G-2/82,1100 QRT

Govt. H.S.School Naveen Girls Apsra Colony-462016 BPL
Tulsi Nagar (R) 0755-2464437
Bhopal Mobile - 09893490279
Madhya Pradesh-462003 dhirendra_dst@yahoo.co.in

MAHARASHTRA

14. MRS. ROHINI SHANKARRAO JADHAV Mobile- 9890688533

Pune Municipal Coporation Office – 020- 25533704
Dadoji Konddev Prathmik Vidyalaya D.O.B- 09.09.1965
Kasba Peth
Pune City
Maharashtra-411011

ORISSA

15. MR. BALADEB PRASAD UPADHYAYA

D.O.B- 25.03.1971 At- Town Balarampur
Madanpur Mohabir U.P. School (Govt.) P.O- Sri Baladebjew (R)
At/PO: Madanpur Dist.-Kendrapara
Distt. Kendrapara Orissa-754212
Orissa-754246 Phone-06727-230029
Mobile-9861366714/
baladeb 2005@redif.mail.com

59
16. MR. NALINI KANTA SENAPATI
D.O.B- 18.8.1961
Primary School, Ambagam
(Deployed as CRCC, DPEP/SSA, Mathalput)
Vill. Mathalput, VIA: DAMANJODI
Distt. Koraput
Orissa-763008
Phone-06853-253401 (R)
Mobile-0993744405

PONDICHERRY

17. MR. THIRU V. RAGHURAMAN 30, MAIN ROAD

D.O.B- 11.03.1950 PINNACHIKUPPAM
Lecturer (History) SELIAMEDU.PO
Govt. Higher Sec. School BAHOUR-607402
Thavalakuppam PONDICHERRY
Pondicherry-605007 0413 2633315
0413 2633490
0944 2234810

PUNJAB

18. MR.RAJESH SHARMA

D.O.B – 16.03.1970
Socially Useful Productive- Work Teacher
Jawahar Navodaya Vidyalaya Mahianwala Kalan
Distt. Ferozepur
State Punjab
Mobile-9317560378

RAJASTHAN

19. MRS. SUNITA KUMARI MRS. SUNITA KUMARI

D.O.B- 06.09.1970 VILL- SITSAR
J.K. Modi Govt. Girls Sr. Sec. School POST- ABUSAR
Jhunjhunu DISTT-JHUNJHUNU
Distt. Jhunjhunu (RAJASTHAN)
Rajasthan-333001 Mobile-9413050720
Phone-26152265

60
SIKKIM

20 SHRI BASU DEV ADHIKARI Above Amdo Golai NH.31A

PGT (English) P.O. Deorali
Ranka Sr. Sec.School Gangtok-737102
Dhajay, East Sikkim 03592-280140 (Residence)
Sikkim-737101 (94342-57367) Mobile
D.O.B-15.03.1069

21. SHRI TRIBHUWAN DHAKAL SHRI TRIBHUWAN DHAKAL

Patuk- Chandey C/o T.M.Dhakal
J.H.S. (E) 5th Mile Tadong
P.O.KoKaley (Singtam) S.F.M.L. FPP Unit
East Sikkim-737134 P.O. Tadong (Samdur) EAST-Sikkim
E.mail: tribhuwan_dhakal@yahoo.co.in Pin-737102
D.O.B-13.06.1969 Phone-9434203755 (M)
03592-231952 (R)

UTTAR PRADESH
Residence
22. MOHINDER PANDEY MOHINDER PANDEY
Primary School Sarai Inderpuri, Manasnagar
Sarai Gudauli Distt. Lucknow Near Bara BirwajLko
Uttar Pradesh 0522-2473175/9450465091
D.O.B-13.10.1976

23. SH. NARENDRA KUMAR SH. NARENDRA KUMAR

D.O.B- 10.10.1977
Primary School Karsanda
Vill. Karsanda
Distt. Lucknow
Uttar Pradesh-22600
H.No.5/93, L.D.A. Colony
Wazir Hasan Road
Lucknow (U.P)
Ph.No. -0522-2206403,9415513668

WEST BENGAL
Residence:
24. RABISANKAR RAYCHAUDHURI RABISANKAR RAYCHAUDHURI
D.O.B- 02.02.1956 C-1/6,River Bank Colony
Burnpur Boys’ High School (H.S) P.O-Kalajharia, Via-Bampur
Burnpur Dt.-Bardhaman
Bardhaman West Bengal-713325
West Bengal-713325
Phone- (0341)-2241708
M.No. -9332241135

61
R.I.E.

25. SMT.KAMLESH MARKAM SMT.KAMLESH MARKAM

D.O.B- 31.5.1969 ^'kqHkky;*
T.G.T (Social Science) 81/3B Jr.M.I.G
D.M.School Saket Nagar
Regional Institute of Education Resi- 0755- 2471226
Bhopal (Madhya Pradesh)

.26. SHRI K.NAGENDRAP SHRI K.NAGENDRAPPA

D.M.School
Regional Institute of Education Ph-0674, 2541516 3R15 RIE Campus
Sachivalaya Marg (NCERT) M-09437438741 Bhubaneswar-22
Bhubaneswar-751022.(Orissa) D.O.B- 04.03.1955

27. DR. V. VENKATACHALA Q.No.Type IV-12

PGT in Physical Education RIE Campus
D.M.School Mobile-9449406614 Mysore-570006
Regional Institute of Education Phone:0821-2512570 KARNATAKA
Mysore-570 006 D.O.B-7.9.1951
Karnataka

JHARKHAND

28- Jh jke ukjk;.k ik.Ms; ¼lgk;d f'k{kd½ RAM NARAYAN PANDEY

mPp fo|ky; rekM+] Mkd?kj&rekM Uchch Vidyaalaya Tamar
ftyk&jkWaph ¼>kj[k.M½ P.O Tamar, Dist-Ranchi
fiu&835225 (Jharkhand) Pin-83524
Qksu% 06530&255508 D.O.B-06 February, 1954
eksckby%9431351272

DELHI

29. Jh jke izdk'k 'kekZ fuokl&lh&4@331

laLd`r f'k{kd lSDVj&6]jksfg.kh
dsUnzh; fo|ky; fnYyh&110085
VSxksj xkMZu tUefrfFA&2-1-1963
ubZ fnYyh&110027 Qksu% 011&27056600 eksckby% 9810796203

62
30. MR.K.P.TEVALHRA TGT (SST) K.P.Tevathia, C-40, New
Govt. Boys Sr.Sec.School No, 2 Police Line Kingway
Model Town (Delhi) Camp, Delhi-9
M-9868249236
Res-011-2714573
D.O.B-01-06-1961

31. DR.YOGESH KUMAR TONK Resi-Ph. 011-2219345

Lecturer (Agriculture) F 316A, Lane No.23
Govt.Co.Ed.Sr.Sec.School Chand Bag
Singhu, Delhi-40 Main Wazirabad Road
D.O.B-01.04.1968 Delhi-94
Mobile- 9868513848
E.mail.yogesh tonk @yahoo.com.

32. MR.VINOD KUMAR MISHRA

D.O.B-05.07.1966s
Music Teacher
Nigam Vidyalaya Begumpur,
Malviya Nagar
New Delhi-110017
Phone- 9868157992, 9810596338

63
 APPENDIX B
List of Resource Persons for the Training Course on Peace Education for In-
Service Teachers from 30 May to July 7, 2006
Dr. Savvyasachi
Dept. of Sociology
Jamia Millia
New Delhi-110025
Resi. Add. -C-24, Press Enclave
Saket
New Delhi – 17
Ph. – 26967674 ®
26981717 ® savyasaachi@gmail. com

Dr. Kaushikee Parijat

Nelson Mandela Centre for Peace and
Conflict Resolution
Jamia Millia Islamia
New Delhi – 110025
(Res. Add.) - 35, Mujeeb Bagh
Jamia Nagar
New Delhi – 110025

Dr.Jaya Srivastava
Child Peace Activist
Phone 95124 - 2357230
Gurgaon.

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
H-401, Som Vihar,
Sangam Marg, R. K. Puram,
New Delhi
Mobile- 9811452042
Ph - 25743248
25862803

64
Yogacharya Seshpal. Rastogi
160, Shubham Apartments (Res.)
37 Indraprastha Ext.
Patpar Ganj
Delhi – 110092
Ph. 23389943 (O)
9312218781 (M)

Dr. Prabhjot Kulkarni

Principal
M.V. College of Education
Geeta Colony
Delhi – 110031
(Res. Add) -
D-415, Bld. Aptts.,
B-7, Vasundhra Encl.,
Delhi - 96
Ph. 22447344 22520543 (O) 22622585
E-mail: prabhjot12@hotmail.com

Ms. Tripta Batra

A2/20A
Model Town
New Delhi – 110009
Ph. 27462652 (R)
9811108350 (M)
E-mail: triptabatra@hotmail.com

Ms. Tseten Lhamo

C/o Ksahag Secretariat (CWD)
CTA Gangchen Kyishanf P.O. Dharmsala
Dist. Kangra, H.P.
Ph. 01892/2222181
E-mail: tselaoo@yahoo.com

Dr. Renu Kishore

5/8 Roop Nagar
Delhi - 7
Ph.- 9810307100

Dr. Madhu Joshi

A/319, Gobind Puram
Hapur Road
Gaziabad – 201001
Ph. 95120/2765248 ®
9891812966 (M)

65
Dr, Molly Kaushal
B-196, Sector – 14
NOIDA
mollykaushal@yahoo.com
2512430
23388821
Institute no.
Phone-23386778

NCERT Faculty

Prof. Krishna Kumar

Director, NCERT
New Delhi-110016

Faculty of the Department of Educational Psychology and Foundations of Education

Prof. Sushma Gulati, Head, DEPFE

Dr. Nirmala Gupta, Professor, DEPFE

Dr. Shakuntala Nagpal, Professor, DEPFE

Dr. Kusum Sharma, Professor, DEPFE

Dr. Daya Pant, Professor, Programme Coordinator

Dr. R. K. Saraswat, Professor, DEPFE

Dr. R.K. Sharma, Reader, Programme Coordinator

Dr. Anjum Sibia, Reader, DEPFE

Dr Indrani S.Bhaduri, Reader, DEPFE

Dr. P.K. Mishra, Lecturer, DEPFE

66