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Education
Fostering peace and non-violence
WHY IS there so much violence today? So much of terrorism? Why did the devastating attack on the World Trade Centre and the Pentagon take place on September11? In our own country, why is there violence at all levels all over? There are regional conflicts, linguistic quarrels, conflicts between the employer and the employed, high caste and low caste, majority and minority communities and of course, violence against women in the form of eve teasing, forced marriage, wife battering, bride burning and rape.
We hear of bombs placed at public places and innocent lives being lost. Why is there so much of basic intentional violence? Why do people indulge in violent activities? Who are these people? Do they belong to any particular community, class, religion or zone? We find violence widely distributed among all classes, all castes, all communities, all religions rich and poor, educated and uneducated, rural as well as urban, youth as well as adults all over the country, all over the world.
Peace movements, which have so far been observed with the threat of nuclear war, have now started viewing peace education in more broadened and comprehensive manner. In the peace research committee, it has been established that the opposite of peace is not war but violence. Violence has many forms and war is only one extreme form of violence. Violence cannot be limited to physical and direct violence alone. Johan Galtung defines poverty as structural violence. `Political instability, repressive military regime, violation of human rights, general dysfunctionality of the social institutions, insatiable greed of politicians and bureaucrats all these also are other forms of structural violence'. In the developed countries, violence takes the advanced and sophisticated technological forms such as nuclear power, chemical weapons, biological weapons, DNA transmutations, robotisation of factories, drug abuse, juvenile delinquency, over eating and sex obsession. The question that educators should honestly attempt to answer is `can we at least save our young people from this dreadful disease of violence?' How to build up an intense aversion to violence in the minds of our children, so that at least the next generation would be less violent?
What psychological and pedagogical factors are conducive to the building up of positive attitude towards peace and non-violence? How can education contribute to this development?
Psychological studies show that people resort to violence because of a sense of deprivation. Frustrations suffered during early childhood generate resentments, which remain suppressed but come out and pour forth violence later. The results of psychological research are unanimous in their findings that a basic attitude of empathy, positive self concept, self confidence and feeling of responsibility are conditions necessary for the development of positive social behaviour.
Derex Heater, in his studies on `Education for International Understanding' points out that the age of 7-14 is most sensitive for the development of positive attitude towards people and peoples. After this age, children's attitudes become much more rigid and deliberate attempts to form proper social attitudes are not very successful.
Researchers in education report that the pedagogical climate conducive for developing positive social behaviour among your people should have the characteristic of openness, room for experimentation, healthy humane interpersonal relations between the teacher and students, cooperation and fearlessness among students and integrative type of teachers, high in the qualities of empathy and regard for individual students. Educational researches further point out that enforcement of discipline by fear and punishment kills children's initiative. Encouragement of unhealthy competition among the students through rigorous tests, grades, ranks, gold stars, prizes and honours lists provoke envy and rivalry. Education for peace assumes peace in education. The climate should be conducive to peace. The learning process itself should be peaceful and not painful. Theories, slogans, rallies or pious programmes cannot usher in peace. Peace can be fostered by self-integration and self-imposed discipline. Instruction, example and influence are the three instruments of teaching. Values and attitudes can hardly be taught; they should be practiced and shown by the behaviour of teachers and the atmosphere in general should be peaceful. Schools should not instil the sense of fear— there should be no fear of teachers, fear of competition, fear of marks or fear of failure. There should be concern for the development of children's emotions, feelings and sensitivities. Teachers should be restrained so that they do not show negative behaviour such as criticism, reproof, justification of authority or direct imposition. They should be encouraged to enhance their positive verbal and nonverbal behaviour such as accepting, praising, encouraging and identifying with children.
Students have to be nurtured in qualities of tolerence, trust, cooperation and solidarity. Knowledge, insight and skills should be directed towards development of empathy among children. School experiences should gear the children towards shaping of a democratic attitude and readiness for regular cooperation. Curricular and co-curricular activities should be used as vehicles for developing these values and attitudes. Creative activities like group singing, cultural programmes and social service are specially recommended to channelise the bubbling energies of children into a stream of peace. The supplementary devices could include story telling, theatre, visits to various places of worship, celebration of all national festivals and developing appreciation of other's culture.
Respectfor all living and nonliving things, appreciation of the beauty of flowers, kindness to birds and animals, consideration for others and awareness of responsibility as a citizen have to be instilled among the students. `
If we are to reach real peace in this world,'' says Gandhiji, "and if we are to wage real war against war, we shall have to begin with education of children. Gandhi's deep conviction that, once we are able to train and educate individuals in a non-violent spirit, can remove the fear of the disastrous consequences of the nuclear warfare.
Thuspeace education should be the fundamental principle of all education. With devotion and endeavour, teachers should try and bring about mutual respect and understanding of each other among the students.
Mrs.J.K.Pillai
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