PEACE EDUCATION AND HUMAN RIGHTS: NEED OF THE HOUR

ASSIGNMENT ON HUMAN RIGHTS, REFUGEE LAW &

HUMANITARIAN LAW

PEACE EDUCATION AND HUMAN RIGHTS: NEED OF THE HOUR

NAME- SWAPNIL DUBEY

B.A.LL.B 5TH SEMESTER

ROLL NO-

TEACHER- DR. NOORJAHAN MOMIN

 PEACE EDUCATION AND HUMAN RIGHTS: NEED OF THE HOUR

INDEX

S NO. TOPIC PAGE NO.

1. ACKNOWLEDGEMENT 3

2. INTRODUCTION 4

3. PEACE 5

4. PEACE EDUCATION DEFINITION 5

5. NEED FOR PEACE EDUCATION 5

6. COMPONENTS OF PEACE EDUCATION 6

7. EDUCATION PHILOSOPHY OF DR. KALAM 7

8. HUMAN RIGHTS 8

9. HUMAN RIGHTS DEFINITION 9

10. COMPONENTS OF HUMAN RIGHTS 10

11. RELATED DATA 10

12. CONCLUSION 11

13. REFERENCE 12

ACKNOWLEDGEMENT
 PEACE EDUCATION AND HUMAN RIGHTS: NEED OF THE HOUR

It gives me immense pleasure and gratitude to thank my Human Rights, Refugee Law
& International Humanitarian Law teacher, Dr. Noorjahan Momin who gave me
opportunity to do this wonderful project which helped me in doing a lot of research and
I came to know about so many new things. I am thankful to her.

Secondly, I would like to give thanks to all my seniors who have guided throughout the
research process.

Lastly, I feel that my project would not have been completed without the help of my
parents and friends.

YOURS SINCERELY,

SWAPNIL DUBEY

INTRODUCTION
 PEACE EDUCATION AND HUMAN RIGHTS: NEED OF THE HOUR

Where there is righteousness in the heart, there is beauty in the character. When there is
beauty in the character, there is harmony in the home. When there is harmony in the home,
there is order in the nation. When there is order in the nation, there is peace in the world.
A.P.J. Abdul Kalam

As a contemporary life, in all its aspects is getting violent and conflict ridden, there is a
growing concern for resolving conflict and realising peace in day today existence. This
concern has led to expansion of Peace Education.

Peace Education embraces a wide range of programmes and takes initiatives in two subject
fields: Human Rights Education and Conflict Resolution Education, which are often
considered different in goals, models and content. But now, they need to be seen as partners,
in the same educational effort. (Jones, 2007)

Human Rights Education lies at the heart of all effort, to develop a culture of human rights, as
a society that embraces dignity, inclusion and equality. Human Rights education contributes
to social cohesion, democracy, conflict prevention and resolution along with understanding of
diversity. It is a means to develop societies, where the human rights of all are respected,
protected and fulfilled. The provision of human rights education is a legal obligation on states
under International Human Rights Law as one which is essential for the enjoyment of all
other rights. (Sneha Arora, 2010)

If we look back to Indian historical perspective, the first glimpse of Human Rights is seen in
Chanakya Neeti as “the lifespan, deeds, property, education and death all are bestowed upon
living humans by the Lord Almighty from its inception in the mother womb.” In this sense
life and death falls in the hands of nature, the other three remaining rights namely deed or
action, right of property and education are in the control of state.

PEACE
 PEACE EDUCATION AND HUMAN RIGHTS: NEED OF THE HOUR

The key value of peace is based on the belief that to promote life is to promote positive
relations with others and with the environment. This implies the need to foster, maintain and
develop hope, spirituality and optimism, a sense of belonging in local, national and global
communities, cooperative and peaceful relations with others, and a sense of a shared destiny.

PEACE EDUCATION DEFINITION

UNICEF: Refers to the process of promoting the knowledge, skills attitudes and nature
needed to bring about behavioural changes, that will enable children youth and adults to
prevent conflicts and violence, both overt and structural to resolve conflicts peacefully and to
create the conditions conducive to peace, whether at an intrapersonal, intergroup, national and
international level.

Peace Education may be defined as the process of acquiring the values, the knowledge and
developing the attitudes, skills, and behaviours to live in harmony with oneself, with others,
and with the natural environment.

NAMES: Conflict resolution, Multicultural education, Development Education and more

recently Environment education.

NEED FOR PEACE EDUCATION

The need for peace education is by the fact that humanity faces challenges of unprecedented
proportions, the continued development of weapons of mass destruction, conflicts between
the states and ethnic groups, the spread of racism, community violence, the wide gap between
the rich and poor throughout the globalised economy, massive violation of human rights and
the degradation of the environment. In order to be equipped to tackle these complex and
interwoven problems, the coming generation needs a radically different education in method
and approach. The need for peace education is greater than ever before with a holistic
approach to get credibility, status and accountability, peace education is more relevant in view
of the recent terrorist attack on World Trade Centre on September 11, 2002, attack on Indian
Parliament on December 13, 2001 and the mounting tension for show down between India
Pakistan, US and Iraq at present. All these undesirable developments and activities can be
prevented at the grass root level by peace education.
 PEACE EDUCATION AND HUMAN RIGHTS: NEED OF THE HOUR

The methodology of Peace Education, therefore encourages

 Critical thinking and

 Preparing students to act on their convictions. Hence there is no magic wan approach to
peace education. It will evolve and grow only through practice.

The peace education can be imparted by considering the following methodologies;

 Creating a supportive classroom

 Investing conflict, violence and peace

 Visioning peaceful futures

COMPONENTS OF PEACE EDUCATION

1. Positive thinking

2. Compassion

3. Be your true self

4. Living together

5. Think critically

6. Non -violent conflict resolution

7. Respect for human dignity

8. Peace in community

EDUCATIONAL PHIILOSOPHY OF DR. KALAM

The aim of education should be to make the individual aware of his ‘self’ that is full
knowledge of the self or total development of the inherent powers of man. There are four
stages of this aim of self-realization.

1) First is the physical and biological self,

 PEACE EDUCATION AND HUMAN RIGHTS: NEED OF THE HOUR

2) Second is the social self which determines the social relations and acceptance of social
values,

3) Third is the mental self that is self-directed reasoning, and

4) Fourth is the spiritual self. At the level of the spiritual self, the total transformation of
personality takes place. Thus, the aims of education according to idealists should be the
development of the mind and self, intellectual capability, moral judgment, aesthetic
judgment, self-realization, individual freedom, individual responsibility and self-control. He
connects the science with spirituality. He said that the present world needs a balanced mix of
science and spirituality.

According to Dr. Kalam, ‘When you speak, speak the truth; perform when you promise;
discharge your trust. Withhold your hands from striking and from taking that which is
unlawful and bad.’ He says that values are universal and common to all whether it is
righteousness, selflessness, attitude of giving, transparency and treating everyone alike. These
are the values that one must cultivate and follow.

Dr. Kalam’s humanistic ideas suggest-

 A child is capable of learning. Let him learn with love and peace.

 Learning is trial and error process and based on experiences.

 It emphasizes on self-motivation (Autonomous learning) for better learning.

 It is concerned with the welfare of all human beings and nation.

 It considered the best learning as based on truth, good and beautiful.

 To increases the learner’s self-direction, creativity and independence.

 It makes students aware for determining what they are learning.

 It believes that learning becomes more effective when it is interest and need-based.

 Human beings have potential of solving problems through logic, courage, vision and
perception.

 It increases learner’s reactivity and skillfulness.

 PEACE EDUCATION AND HUMAN RIGHTS: NEED OF THE HOUR

 It makes use of creative ideas for the welfare of the society and nation.

 It believes in belongingness such as family, friend, society and nation

Learning to make a living is not the sole reason for getting education; there is another,
equally important by product; learning to make a life, a life that is beneficial, useful and
peaceful. After all, humans are social animals; their success in life is largely a matter of
successful social relations. Quite evidently, student age is the crucially important period
which enriches one’s personal life, nurtures social widespread interest in preparing
individuals for peace on earth makes us resort to the teaching- learning process adjustments,
fosters friendship and understanding and affects one’s whole life pattern. Seen from this
perspective, one could very well understand the critical necessity of teaching students, youth
and young leaders the art of living together, in mutual respect, justice, love and peace.

HUMAN RIGHTS

The most appropriate route to impart peace education is primarily through education of
Human rights. To promote peace education, understanding, acceptance and friendship among
all peoples and nations, there is a need to strengthen respect for human rights and Human
freedoms. Human Right can be defined as the basic standards without which people cannot
live in dignity as human beings. Human rights are the foundation of freedom, justice and
peace. Their respect allows the individual and the community to fully develop. The
development of human rights has it’s in the struggle for freedom and equality everywhere in
the world. The basis of human rights: such as respect for human life and human dignity, can
be found in most religions and philosophies.

They are proclaimed in the Universal Declaration of Human Rights. Documents such as the
International Covenants of Human Rights set out what governments must do and also what
they must do to respect the rights of their citizens

HUMAN RIGHTS DEFINITION

 PEACE EDUCATION AND HUMAN RIGHTS: NEED OF THE HOUR

Human Rights can be defined as those basic standards without which people can’t live with
dignity as human beings. Human Rights are foundation of freedom, justice and peace. Their
respect allows the individual and the community to fully develop.

Human Rights Education has two components:

1. Teaching people about International Law or about humans.

2. Human Rights violations such as torture and teaching people how to respect and
protect rights.

UNESCO: Human Rights Education implies the learning and practice of human rights
and that they are taught both through content transmission and experiences.

COMPONENTS OF HUMAN RIGHTS

1. Civil and Political rights: First Generation Rights (Liberty oriented)

2. Economic and Social rights: Second Generation Rights (Security Oriented)
3. Environmental and Developmental Rights: Third Generation

RELATED DATA

1. 2000 was declared as International year for the culture of peace. Also the period
2001-2010 as the International decade for the culture of peace and non violence
for the children of the world by the United Nations.
2. Universal Declaration of Human Rights adoption by UN on 10th December 1948
sets out a list of basic rights in the world irrespective of differences of religion
race caste sex or nationality.

CONCLUSION

In the era of war terrorism oppression and exploitation, peacefulness in thought word and
deed needs to be kept alive in human consciousness. The full realisation of human rights
requires all human beings to be aware of their rights and other people’s rights as of the means
 PEACE EDUCATION AND HUMAN RIGHTS: NEED OF THE HOUR

to ensure their protection. This is the task of human rights education which builds knowledge
skill and attitudes prompting behaviour that upholds human rights.

According to the Indian constitution, every citizen should compassion for living creatures, to
live with the spirit of brotherhood amongst all the people, adopt to non-violence, stay honesty
and treat women with respect. All of of these undoubtedly mean that one must inculcate
moral values in self, which is possible only through right and proper education.

It is of utmost importance that education should play this important role. Without education
neither can the citizens have a moral standard nor can there be much hope of any human
rights being observed by the citizens as well as the government.

If a country is to be corruption free and become a nation of beautiful minds, I strongly feel
there are three key societal members who can make a difference. They are the father, the
mother and the teacher.”

-A P J ABDUL KALAM

REFERENCES

1. Mathai, S. (2011): Yoga as a tool in Peace Education

Adapted from Gandhi Marga, Volume 33 No.1
https//www.mkgandhi.org/articles
2. Reardon A(1997): Human Rights as Education for Peace
University Of Pennisalvania Press
PEACE EDUCATION AND HUMAN RIGHTS: NEED OF THE HOUR

http://www.pdhre.org/book/rearden.html
3. ‘Maybe we are all born knowing we have rights.
Hr.library.vmn.edu/education/pitre/partone.htm
4. Mclead, J.(2014)A peaceful pedagogy: Teaching human rights across the curriculum,
Procedia-Social and Behavioural Sciences Vol152, Oct2014, PP(1225-1232)
https://www.sciencedirect.com/science/article/pic
S 187704281405370
5. Patel,J (2007): Human Rights Education
https://www.researchgate.net/publication/274908579
6. Jones,ST (2007): Combining conflict resolution education and human rights
education. Thoughts for school based peace education. Journal of peace education.
Vol3,No.2
https://www.tandfonline.come/doiabs/10.108017400200600874286
7. http://www.newindianexpress.com/
8. Analysis of Educational thoughts and ideas of Dr Kalam
9. UNESCO International year for culture of peace (leaflet, 2000)