Elective - Peace Education (II year)
Unit-4
Global
issues and Peace Movements
Factors
affecting peace:
Meaning :
v A peace movement is a social movement that
seeks to achieve ideals such as the ending of a particular war ( or all
wars),minimizes inter-human violence in a particular place or type of
situation, and is often linked to the goal of achieving world peace.
Definition:
v A group or
organization whose aim is to bring an end to war, especially by getting rid of
nuclear weapons.
Word:
v The term –
‘peace’ originates most recently from the Anglo- French pes meaning peace.
Factors affecting peace:
v Factors affecting peace (global peace)is nothing but
some factors that influence or disturb the global peace.
v Human rights
v Ecology
v Population
v Economy
v Culture
v Religious
v Politics
Human rights
Human rights also guarantee people the means necessary to satisfy
their basic needs, such as food, housing, and education, so they can take full
advantage of all opportunities. Finally, by guaranteeing life, liberty,
equality, and security, human rights protect people against
abuse by those who are more powerful.
The opening words of the Universal Declaration of Human
Rights affirm that “recognition of the inherent dignity and of the
equal and inalienable rights of all members of the human family
is the foundation of freedom, justice and peace in the world.
Characteristics of Human Rights
·
Human rights do not have to be bought, earned or inherited, they
belong to people simply because they are human - human rights are inherent' to
each individual.
·
Human rights are the same for all human beings regardless of race,
sex, religion, political or other opinion, national or social origin. We are
all born free,and equal in dignity and rights - human rights are universal'.
·
Human rights cannot be taken away, no one has the right to deprive
another person of them for any reason. People still have human rights even when
the laws of their countries do not recognize them, or when they violate them -
for example, when slavery is practiced, slaves still have rights even though
these rights are being violated. Human rights are inalienable.
·
To live in dignity, all human beings are entitled to freedom,
security and decent standards of living concurrently. Human rights are
indivible.
Practising
Peace:
·
It could be helpful to
think that „practising peace‟ begins with a search for „inner peace‟. The
search for „inner peace‟ has captured the imagination of many people today.
·
students need to be
respectful and open- minded without being uncritically tolerant and accepting.
·
They need to be
cooperative and empathetic while still being assertive.
·
They need to develop a commitment
to social justice, while realizing that can have a range of meanings.
„Practising peace‟ can be promoted through classroom activities that encourage
self- esteem, trust, cooperation, empathy, assertiveness and an appreciation of
differences and diversities.
The peace - building
approaches mentioned above can be matched by specific approaches to conflict
resolution.
Conflict, violence and
peace can be investigated at several levels. One simple categorization refers
to conflict, violence and peace at the interpersonal level, and the structural
/ institutional level
Interpersonal:
Interpersonal conflict and violence can occur in everyday personal interaction,
whether it is in the family, the school, the workshop or other everyday
location. For students, bullying can be obvious and painful, but incidental
conflicts can be even more prevalent. In schools, peaceful solutions to these
of Visioning peaceful futures: Peace education is future oriented. It aims to
help people create more peaceful lives- Personally, socially, globally. Its not
surprising that some of the most significant peace educators are also futures
educators. Forms of conflict and violence can be sought using conflict
resolution strategies.
Ecology:
Ecology
is the branch of biology that deals with the relations of organisms to
one another and to their physical surroundings.
Ecology offers a powerful vision of a more peaceful
and sustainable world interwoven with straight forward discussions on acute
subjects such as war, the disappearance of the commons, the rise of poverty,
food and safety concerns, resource conflicts, and environmental obliteration
while focusing the reader’s attention on accessible opportunities to peacefully
engage in cooperative actions and practices that build community and foster
resilience.
Ecology is
filled with progressive and practical ideas about peace and peacemaking. It
also offers a realistic look at war, highlighting the patterns of its
environmental destruction and focusing on the much needed paradigm shift toward
choosing peace and sustainability rather than exploitation and destruction.
Population
Contaminations of air, water and soil have serious effects on the health
of people and the world’s ability to growth food. Since the industrial revolution, the
concentration of carbon dioxide in the atmosphere has increased significantly,
contributing to the greenhouse effect known as climate change. Disposal of wastes, particularly sewage,
directly into oceans is a major source of pressure on marine and coastal areas. Population
growth and increasing urbanization, industrialization and tourism is increasing
the extent of the coastal degradation.
Population control:
The excess
concentration of population leads to all sorts of social evils like development
of slums, unsanitary living conditions, exposure of children to deviant social
behaviour, insufficient supply of goods,services etc.
The global rate of
human population growth peaked around 1963,but the number of people living on
earth-and sharing finite resources like water and food-has grown by more than
two-thirds since,then topping out at over6.6 billion today.
Economy
Poverty
and suffering:
ü Poverty
is the shortage of common things such as food, clothing, shelter and safe
drinking water, all of which determine our quality of life.
ü Many
governments and service organizations announce many relief packages for
eradicating poverty.
ü But
the truth is that, all the benefits are not reaching the deserved people due to
lack in operational efficiency and greed of the middle people who swindle major
portion of the Aids for their personal benefits.
ü Moreover, mere social service is like free
boarding and lodging given to hostel students without any teaching or classes.
ü Life Education should be primary for the poor
as it gives them strength and attitude to overcome poverty and stand in their
own leg.
Corruption:
Ø Corruption
is grabbing the wealth of others for the sake of comforts of one's own body and
family.
Ø Corruption
prevails in many countries top to bottom. People are more concerned about their
self and family comfort.
Ø This selfish attitude coupled with desire for
material wealth has prompted people into corruption.
Ø The
scientific advancements have done very little to prevent corruption.
Ø Corruption
cannot be prevented unless there occurs a mental transformation among people
that cultivates love and compassion for others and leads to spiritual
realization.
Terrorism:
Ø Terrorism
is the act of distorting peace by following violent path resulting in loss of
lives and properties.
Ø Again, terrorism is the result of faith of the
terror groups in adopting the path of destruction and their belief in their own
ideology.
Ø The governments are forced to pay in the same
coin to fight against terrorism to establish peace.
Ø Sadly,
the ultimate goal has not been served till date.
Violence:
ü Violence
touches the life of everyone, some more directly than others.
ü Violence
makes us afraid to live our lives, fearful of other people, doubtful of the
ability of authorities to protect us and it makes us believe that violence is
the only real solution to problems.
ü There
are many things that violence affects in society,
ü Children
and adolescents are exposed to violence in increasing numbers every year.
ü Research
shows that the efforts of living with violence can have short and long-term
impacts on children and young people.
Culture and Religion:
Religious Differences:
Ø Every
religion says that God created this entire world.
Ø Apart from major know religions, there are
numerous religions across the globe, which have their own ideals.
Ø For centuries, there was no connection between
the people of various parts of the globe and so they strongly believed in their
own religions and their advocacy.
Ø But
in the present communication era, the globe has shrunk and so do the minds of
the people who stick to the means of the religion and fail to realize the
destiny.
Modernization:
“Modernization
means a revolutionary change leading to transformation of a traditional society
into an advanced, economically prosperous and relatively politically stable
society” -- Moore
Business:
New technology has revolutionized the speed and
accuracy of production. Furthermore, increased global trade allows businesses
to sell their products anywhere. But increased global production may hurt
domestic business when international companies can offer products at cheaper
prices.
Politics :
Politics, Culture, and Education
Peace Education is a social criticism applied to Education.
It criticizes those political decisions in education which
instead of Peace promote violence inside a given society as
well as between societies.
It highlights significant questions regarding
the discourse, practice, and impact of peace education . It proposes that an education
based on principles of transitional justice offers traction in attempting to
shift oppressive regimes and to challenge the normalization of violence.
Contributors to peace:
Mahathma gandhi’s contribution to peace
Introduction:
Mohandas Karamchand Gandhi is
known as Mahatma meaning 'Great Soul'. He was an astute
political campaigner who fought for Indian independence from British rule and
for the rights of the Indian poor. His example of non-violent protest is still
revered throughout the world today.
PHILOSOPHY OF GANDHI:
"The world will live in peace, only
when the individuals composing it make up their minds to do so".
The most fundamental principle of his philosophy of peace is
"Ahimsa" or non-violence which is law of love, life and creation as
opposed to violence or Himsa, the cause of hatred, death and destruction.
AHIMSA:
Mahatma Gandhi strongly
believed in the principle of ahimsa. Ahimsa's means 'cause no injury' includes one's deeds,
words, and thoughts.
At the core he believed in the power of
truth, compassion for others, and
nonviolence.
‘An eye for eye only ends
up making the whole world blind’
FREEDOM
STRUGGLE:
Gandhiji played a
vital role in the freedom struggle of India. His non violent ways and peaceful
methods were the foundation for gaining independence from the British. He took
his time to grow and develop his techniques to ensure that his actions made an
impact.
His faith in different religions was
commendable. He listened to the teachings of Christianity with the same belief
and faith he read the Hindu scriptures.
NON
COPERATION MOVEMENT:
One of the first series of non violent protests nationwide
was the non cooperation movement started by Mahathma Gandhi. This movement was
basically aimed at making the Indians aware of the fact that the British
government can be opposed and if done actively, it will keep a check on them. ‘We must become the change we want to see
in the world’.
DANDI
MARCH:
The
Dandi march triggered the Civil Disobedience Movement and proved to be a direct
challenge to the British government. The March began from Sabarmati Ashram to
the Dandi village. He produced salt in Dandi without paying taxes to the
British government.
SATYAGRAHA:
The overall process of non – violent actions was known as Satyagraha by
Mahatma Gandhi. He used this term for the first time during his struggle in
south Africa. The campaign was launched for the cause of the Peasants. ‘There are many causes that I’m prepared to
die for but no cause that I’m prepared to kill for’
QUIT
INDIA MOVEMENT:
After the Quit India Movement the freedom struggle got even more intense
and passionate. Entire India was united together in the movement for freedom.
Everyone contributed what they could in the freedom struggle. The cry of Purna
Swaraj or complete independence was raised. After much sacrifices and efforts,
India gained its independence on 15th August 1947.
These are the peace movements taken by
Gandhiji.
DALAI LAMA
Dalai Lama is a title given by the Tibetan people for the foremost
spiritual leader of the “Yellow Hat” or school of Tibetan Buddhism.
The
name is a combination of the Sino- Mongolian word. “Dalai “meaning “Vast Sea”
and the Tibetan word “Lama” meaning “Guru, teacher, mentor”.
Biography:
ü LhamoThondup was born on July 6, 1935 in
Taktser, northern Tibet.
ü The Tibetans identified him as the
reincarnation of the predecessors.
ü At the age 2, and identified him as the
reincarnation of the 13th Dalai Lama, ThubtenGyatso.
ü He began his monastic education at the age of
six.
ü At the age 15, he assumed political power of
Tibet as the Dalai Lama.
ü At the age of 23, he was awarded the Geshe
Lharampa degree, the highest – level degree, equivalent to a doctorate of
Buddhist philosophy.
ü The young Lhamo was renamed as Tenzin Gyatso
and proclaimed as the 14 Dalai Lama.
ü He strived to make Tibet an independent and
Democratic state from china.
ü He was awarded Nobel Prize in 1989.
Conflict
with china:
ü The Dalai Lama has taken numerous actions in
hopes of establishing an autonomous Tibetan State within the People’s Republic
of China.
ü In 1963, he issued a draft constitution for
Tibet called the charter of Tibetans in Exile, it grants freedom of speech,
belief, assembly and movement.
ü In September 1987, the Dalai Lama proposed the
Five Point Peace plan for Tibet as,
1.
Transfer Tibet into a Zone of peace.
2.
Abandonment of china’s use of Tibet for the production of
nuclear weapons and dumping of nuclear waste.
3.
Respect for the Tibetan people.
4.
Restoration and protection of Tibet’s natural environment.
Buddhist
teachings:
ü Buddhism was created in the sixth century, with
the birth of Buddha Siddhartha Gautama.
ü Buddhism is centered on four basic truths:
1.
Life is not perfect.
2.
People are left unsatisfied by trying to make life perfect.
3.
People can realize there is abetter way to achieve
fulfilment.
4.
The living one’s life through wisdom, ethical conduct and
mental discipline, people will reach enlightenment.
ü The Buddhist belief of rebirth is a concept of
“renewal”.
ü Under Buddhism, the consciousness of a person
can become part of the consciousness of another person, as a flame moves from
one candle to another.
Humanitarian
work:
ü The Dalai Lama is the spiritual leader of
Tibetan Buddhism. He spent his life
committed to benefiting humanity.
ü He has written numerous books and conducted
hundreds of conferences, lectures and workshops at major universities and
institutions throughout the world.
ü The Dalai Lama is often described as
charismatic.
ü His message is always one of peace and
compassion for people all over the world.
Working
for peace:
ü While the United Nations has passed several
resolutions on China, calling for the respect of fundamental human rights and
human right violations in Tibet.
ü The Dalai Lama pleaded for calm and condemned
Chinese violence.
ü In 1989, the Dalai Lama was awarded the Nobel
peace prize for his nonviolent efforts for the liberation of Tibet and his
concern for global environmental problems.
Universal
recognition:
ü Man of peace.
ü Nobel peace prize
ü First Nobel Laureate for global environmental
problems.
ü Received over 150 awards, honorary doctorates,
and prizes.
ü Co- authored more than 110 books.
“Happiness
is not something readymade. It comes
from your own actions”
Mother
Theresa:
Introduction:
Mother Teresa (1910-1997)
was a Roman Catholic nun from the Republic of Macedonia who adopted India as
her country of service. She dedicated her life in the service of the poor,
ailing and the destitute through the Missionaries of Charities, an order of
Roman Catholic nuns, in Kolkata, India.
Early life:
Mother Teresa was in Skopje, the
Ottoman Empire (now the capital of Republic of Macedonia), on August 26, 1910
in an Albanian family. She was the youngest in the family. Her father, was a
construction contractor as well as a trader. Her father fell ill and ultimately
succumbed to his ailments in 1919 when she was just eight-year-old. She was
particularly close to her mother, who was a deeply religious woman with deep
commitment to charity.
From a very young age, she was
attracted to a monastic life. She began her education in a Convent-run school
and joined the local Sacred Heart choir in her church. She had heard the
stories of Catholic Missionaries and their work of serving humanity. By the age
of 12, she strongly believed that it was the calling of her life and it
strengthened her beliefs and inclinations.
Monastic life:
She was given the name Sister Mary
Teresa after the Saint Theresa of Lisieux. After a training of around six
months in Dublin, the capital of Ireland, Teresa was sent to Darjeeling, India
to complete the novitiate period.
She was sent to Calcutta by the Sisterhood.
For next 15 years, Mother Teresa taught at St. Mary's High School in Kolkata.
The school run by the Sisters of Loreto provided free education to girls
hailing from poor families. Here, Teresa became well versed in Bengali, and
improved her English. She also became the principal of the school in 1944.
During her Final Profession of Vows on
May 24, 1937, she took a vow of poverty, chastity and obedience. She took on
the customary title of Mother and came to be known as Mother Teresa.
Serving humanity:
She was immensely disturbed by the
plight of people around her. She was witness to the Bengal Famine in
1943. On August 17, 1947, Mother left the convent. She adopted white sari
with a blue border. He applied for Indian Citizenship and took basic medical
training from Holy Family Hospital in Patna. For the next few years, Mother
Teresa lived among the poor, in the slums of Calcutta. She, along with a few
fellow nuns, went door to door, begging for food and financial help. She used
the excess to help people around her. Gradually, her tireless efforts were
recognized.
Missionaries of charity:
She opened the Nirmal
Hriday -The Home of the Pure Heart at Kalighat in 1952. She also established
the Nirmal Shishu Bhavan or Children's Home of the Immaculate Heart, in 1955,
an orphanage for children. By the 1960s, the Missionaries of Charity expanded
its operations throughout India. She founded the Missionaries of Charity for brothers in
1963, Contemplative Branch of Sisters in 1976 and Contemplative Branch of Brothers
in 1979, subsequently. Mother's health started declining and on September 5, 1997,
she left this world.
Awards:
She received the
Padma Shree in 1962 and the Bharat Ratna in 1980. She was awarded the Ramon
Magsaysay Award for Peace and International Understanding in 1962 for her work
in South East Asia. She accepted the Nobel Peace Prize in 1979. She received ‘Pope
John XXIII Peace Prize’ in 1979. Pope Francis canonized Mother Teresa in a
ceremony at St. Peter’s Square on September 4, 2016 and she came to be known as
‘Saint Teresa of Calcutta’.
Conclusion:
As said in the above
words, peace should be practiced and developed in the home and family
environment. Mother Theresa stressed to love others to promote peace in the
world. She became a voice of peace for the ignored and sufferers. Her early
years influenced her to devote her life to peace. Thus, she devoted her life in
making peace in the society.
NON-ALIGNED MOVEMENT
Introduction:
Peace education activities promote the knowledge,
skills and attitudes that will help people either to prevent the occurrence of
conflict, resolve conflicts peacefully, or create social conditions conducive
to peace. It is necessary to inculcate and recognize the
crucial role of education in contributing to building a culture of peace.
Peace Education:
Peace education is a planning strategy of eliminating the
conflicts and violence caused by in justice, inequality and human rights, violations,
and implementing the ways and means of reducing the same through appropriate
teaching and learning tactics by means of producing responsible global citizen
to attain and spread the peace in the world. Therefore peace education is a
goal of education.
Peace Movement:
Peace Movement refers to a group or organization whose aim is
to bring an end to
war, especially by getting rid of nuclear weapons.
Non- Aligned Movement:
The
term 'non-alignment' is used to describe the foreign policies of those states
that refused to align with either of the two blocs led by the twoSuperpowers
the U.S. and the U.S.S.R., and instead, opted to pursue an independent course
of action in International politics. The Non- Aligned Movement (N.A.M.) emerged
when individual non-aligned states came together and coordinated their efforts
on a common platform. It changed the nature of inter-state relations by
enabling the newly independent developing countries to play a significant role
in world affairs. Non-alignment means the refusal of states to take sides with
one or the other of the two principal opposed groups of powers such as existed
at the time of the Cold War. Nonalignment can be defined as not entering into
military alliances with any country, either of the Western bloc led by the U.S.
or the communist bloc led by the U.S.S.R. It is an assertion of independence in
the foreign policy.
Non-aligned nations continuously opposed the
politics of Cold War confrontations.
Non-alignment emerged in the context of two global developments: the
national liberation struggles of colonies and the Cold War between the U.S and
the U.S.S.R.
Objectives of Non-Aligned Movement:
·
To promote and
reinforce multilateralism and strengthen the central role that the United
Nations must play.
·
To serve as a forum of
political coordination of the developing countries to promote and defend their
common interests in the system of international relations.
·
To promote unity,
solidarity and cooperation between developing countries based on shared values.
·
To defend international
peace and security.
·
To encourage relations
of friendship and cooperation between all nations based on the principles of
the International Law particularly those enshrined in the charted of United
Nations.
·
To encourage the
respect, enjoyment and protection of all human rights and fundamental freedom
for all, on the basis of the principles of universality, objectivity,
impartiality and non-selectivity avoid politicization of human rights issues.
·
To promote peaceful
coexistence between nations regardless of their political, social or economic
systems.
·
To coordinate actions
and strategies in order to confrontjointly the threats to international peace
and security, including the threat of force and the acts of aggression,
colonialism and foreign occupation, and other breaches or peace caused by
country or group of countries.
·
To promote
international cooperation in the peacefuluses of nuclearenergy and facilitate
access to nuclear technology, equipment and material for peaceful purposes
required by developing countries.
·
To respond to the
challenges and to take advantage of the opportunities arising from
globalization and interdependence with creativity and a sense of identity in
order to ensure its benefits to all countries.
Principles of
Non-Aligned Movement
·
Respect for the
principles enshrined in the Charter of the UnitedNations and International Law.
·
Respect for
sovereignty, sovereign equality and territorial integrity of all States.
·
Recognition of the
equality of all races, religions, cultures and all nations, both big and small.
·
Promotion of a dialogue
among peoples, civilizations, cultures and religions based on the respect of
religions, theirsymbols and values, the promotion consolidation of tolerance
and freedom of belief.
·
Respect for and
promotion of all human rights and fundamental freedoms for allincluding the
effective implementation of the right of the peoples to peace and development.
·
Respect for the
equality of rights of States, including the inalienable right of each state to
determine freely its political, social, economic and cultural system without
any kind of interference whatsoever from any other state.
·
Non-interference in the
internal affairs ofStates. No states or group of states has the right to
intervene either directly or indirectly whatever the motive, in the internal
affairs of any other state.
·
Rejection of
unconstitutional change of governments.
·
Total rejection of
aggression as a dangerous and serious breach of International Law, which
entails international responsibility for theaggressor.
·
Respect for the
inherent right of individual or collective self-defense, in accordance with the
Charter of the United Nations.
·
Rejection of and
opposition to terrorism in all its forms and manifestations, committed by
whomever, wherever and for whatever purposes, as it constitutes one of the most
serious threats to international peace and security.
·
Defense and
consolidation of democracy, reaffirming that democracy is a universal value
based on the freely expressed will of people to determine their own political,
economic, social, and cultural systems and their full participation in all
aspects of their life.
·
Promotion and defense
of multilateralism and multilateral organizations as the appropriate frameworks
to resolve, through dialogue and cooperation, the problems affecting humankind.
·
Support to efforts by countries
suffering internal conflicts to achieve peace, justice,
equality and
development.
·
Peaceful settlement of
all international conflicts in accordance with the charter of the United
Nations.
Goals and Achievements of the
Non-Aligned Movement:
A major goal of .the Non-aligned Movement
was to end colonialism. The conferences of the NAM continuously supported the
national liberation on movements and the organizations that led those movements
were given the status of full members in that conference.
·
NAM made a significant
contribution to the preservation of peace and disarmament. Its peaceful
co-existence and of human brotherhood, opposition to wars of any kind
contributed the lowering of Cold War tensions and expanded areas of peace in
the world with fewer states joining military blocs.
·
It also continuously
strove for disarmament and for an end to the arms race stating that universal
peace and security can be assumed only by general and complete disarmament,
under effective international control.
·
It is no longer
possible to ignore this platform. Thus we see that non-alignment has
facilitated third world’s participation in world politicsand in the process has
democratized the international relations.
·
It actively involves in
restructuring of the international economic and monetary systems on the basis
of equality, non-discrimination and cooperation.
Conclusion:
The most significant achievement of non-aligned movement lies in the
fact that it has taught the developing world how to pursue independent economic
development in spite of being a part of the world capitalist economic order
which makes them dependent on the development states for capital and
technology.
NUCLEAR
DISARMAMENT
INTRODUCTION
Nuclear disarmament is
act of reducing or eliminating nuclear weapons. it can also be the end state of
a nuclear- weapons- free – world in which nuclear weapons are completely
eliminated.
Nuclear
disarmament in india
After the five nuclear
weapon tests of May 11 and 13, the BJP-led government has declared India a
nuclear weapons power. This decision in no way increases India’s security and
is not in the interest of its people. By qualitatively escalating the arms race
in the subcontinent, it makes a war with our neighbours likelier and the
possibility of mutual annihilation through a nuclear exchange very real. The
tests and the consequent rhetoric by senior government leaders introduce a new
spiral of suspicions and tensions with our neighbours which will increase, not
decrease, nuclear insecurities all around.
These tests were a
complete departure from a settled national consensus. There was a national
consensus in favour of elimination of all nuclear weapons; there was a national
consensus that in the absence of any tangible movement towards global disarmament,
India must keep its nuclear option open. This consensus has now been breached
in the pursuit of narrow political ends and in the name of a fake national
consensus supporting nuclear weapons that is now belied in Parliament and on
the streets. These decisions by the Government to move towards nuclear weapons
are therefore reprehensible and deserve to be unequivocally condemned. The
Indian Government’s dangerous move towards nuclear weaponsiation has now
brought forth a similar Pakistani response which also needs to be condemned.
The tests and the
dynamic that they have initiated will also adversely affect the prospect for
global disarmament which had improved with increasing public opinion against
nuclear weapons. India, which always called for nuclear disarmament and did not
wish to be a party to a discriminatory global nuclear regime, is now seen to be
only demanding to join the Nuclear Weapons Club. According to the current
strategic thinking of the BJP, “nuclear apartheid” is acceptable as long as we
are among the discriminators: the Select Six as opposed to the Select Five! We
strongly condemn the hypocritical behaviour associated with the attainment of
nuclear weapon status by the Indian government. We believe that nuclear weapons
are not safe in the hands of any nation. We also deplore sanctions imposed by
nuclear weapons-states which show no commitment to genuine nuclerar
disarmament. But this does not exonerate the BJP in any way.
Our
Principles and Objectives
1.We are deeply and
firmly committed to universal nuclear disarmament.
2. Nuclear weapons,
possessed no matter by which country or government, do not increase, but
reduce, national security.
3. India must declare
that it will never use nuclear weapons under any circumstances.
4. India and Pakistan
must put an end to all nuclear testing.
5. No production and no
deployment of nuclear weapons, either by India or Pakistan. Above all, no
arming of planes, missiles and other delivery vehicles with nuclear weapons,
and no deployment of such delivery vehicles.
6. It is imperative
that India returns sincerely, seriously and energetically to the nuclear
disarmament agenda. Our real security lies in a world free of nuclear weapons.
Role
of World Organization in promoting peace:
United
Nations (UN):
The United Nations (UN) is a global
intergovernmental organization established on October 24, 1945 with the general
aims of maintaining international peace and encouraging international
cooperation.
According to the charter the UN has 4 basic principles:
1.
Maintain
international peace and security
2.
Develop friendly
relations among nations
3.
Co operate in
solving international problems and promote respect for human rights
4.
Be the centre
for harmonizing the actions of nations
UNO- United Nations Organisations:
The commitment of the United Nations
to peace education is also reflected in the instruments on the rights of the
child. The 1959 Declaration of the Rights of the Child might be summarized as
emphasizing the right that children have to protection and education. The
seventh principle expressly states that a child has the right to an education
that will develop a sense of moral and social responsibility.
The
1989 Convention on the Rights of the Child Article indicates that the education
of the child shall be directed to “the preparation of the child for responsible
life in a free society, in the spirit of understanding, peace, tolerance,
equality of the sexes, and friendship among all peoples, ethnic, national and
religious groups and person of indigenous origin.” Given the importance of
peace and peace education for children, it is not surprising that peace
education figures prominently in promotional literature from the United
Nations’ Children’s Fund (UNICEF), although UNICEF’s emphasis on peace education
mostly concerns post-conflict situations. It is also not surprising that in
1996, UNICEF adopted peace education as part of its anti-war agenda.
The
conception of peace education as a human right thus flows very much from seeing
peace itself as a human right. The UN enunciated this view in a brief yet
powerful document, Declaration on the Rights of Peoples to Peace, UNGA
The emergence of the emphasis on a culture of
peace and education for a culture of peace is part of a wider realization that the
attainment of peace is not merely an institutional problem, but rather one that
requires the subtle elements of cultural change. The formal commitment of the
UN towards a culture of peace can be best understood through a remarkable and
ambitious document, the Declaration and Programme of Action on a Culture of
Peace, UNGA Resolution 53/243, adopted by the United Nations General Assembly
on September 13, 199 . In sum, this instrument reflects the trend to a more
integrated understanding of both peace and peace education, encompassing
direct, structural and cultural peace. The document also acknowledges that
peace must be something that emerges from local sources, rather than being
imposed from above. In other words, there needs to be a grassroots movement for
a culture of peace.
The
weakness of the UN is that it tends to operate upon a very autocratic paradigm.
This is not surprising, given that it is an intergovernmental organization, and
peace has therefore often been understood in a limited sense as constituting
the absence of violence between nation-states. It is evident, however, that
there has been a gradual increase in awareness of the importance of civil and
social processes in the encouragement of peace and of the importance of
education for a culture of peace.
South
Asian Association for Regional Corporation
The South
Asian Association for Regional Cooperation (SAARC) is the
regional intergovernmental organization and geopolitical union
of states in South Asia. Its member states are Afghanistan, Bangladesh, Bhutan, India, the Maldives, Nepal, Pakistan and Sri Lanka.
SAARC comprises 3% of the world's area, 21% of the world's population and 3.8%
(US$2.9 trillion)] of
the global economy, as of 2015.
SAARC
was founded in Dhaka on
8 December 1985. Its secretariat is based in Kathmandu,
Nepal. The organization promotes development of economic and regional integration. It launched
the South Asian Free Trade Area in
2006. SAARC maintains permanent diplomatic relations at the United
Nations as an observer and has developed links with multilateral
entities, including the European
Union.
Members and observers:
The
member states are Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka.[21]
SAARC was
founded by seven states in 1985. In 2005, Afghanistan began negotiating their
accession to SAARC and formally applied for membership on the same year. The
issue of Afghanistan joining SAARC generated a great deal of debate in each
member state, including concerns about the definition of South Asian identity
because Afghanistan is a Central Asian country.
The SAARC
member states imposed a stipulation for Afghanistan to hold a general election;
the non-partisan elections were held in late
2005. Despite initial reluctance and internal debates, Afghanistan joined SAARC
as its eighth member state in April 2007.
Specialized Bodies:
The SAARC
Member States have created the following Specialized Bodies of SAARC in the
Member States which have special mandates and structures different from the
Regional Centres. These bodies are managed by their respective Governing Boards
composed of representatives from all the Member States, the representative of
H.E. Secretary-General of SAARC and the Ministry of Foreign/External Affairs of
the Host Government. The heads of these Bodies act as Member Secretary to the
Governing Board which reports to the Programming Committee of SAARC.
Regional Centres:
The SAARC
Secretariat is supported by following Regional Centres established in the
Member States to promote regional co-operation. These Centres are managed by
Governing Boards comprising representatives from all the Member States, SAARC
Secretary-General and the Ministry of Foreign/External Affairs of the Host
Government. The Director of the Centre acts as Member Secretary to the
Governing Board which reports to the Programming Committee. After 31 December
2015, there 6 regional centers were stopped by unanimous decision. These are
SMRC, SFC, SDC, SCZMC, SIC, SHRDC.
COMMONWEALTH
ORGANIZATION
Commonwealth, also called Commonwealth of Nations,
formerly (1931–49) British Commonwealth of Nations,
a free association of sovereign states comprising the United Kingdom and a
number of its former dependencies who have chosen to maintain ties of friendship
and practical cooperation and who acknowledge the British
Purpose :
The purpose of
the voluntary Commonwealth is for international cooperation
and to advance economics, social development, and human rights in member
countries.
World
Radio communication Conferences (WRCs), held every four years.
Two
peculiarities of WRCs, including of course the upcoming WRC‑19, are that:
§ WRC agendas contain a large number of issues related to both
spectrum and regulations for radio services/technologies;
§ WRC decisions directly concern a wide range of users of
radio devices.
Thus the Commonwealth is an example of intergovernmental adjustment
at the official level and of integration at the unofficial ·level, Like every
other organisation the Commonwealth must, if it exists and if it is to survive,
fulfil four functions. The measure of the strength of the Commonwealth as an
organisation is the degree to which and the manner in which it fulfils these
functions. They are simply an empirical guide, pointing to strengths and
weaknesses of use to those who wish to promote or obstruct a particular
organisation.
The four functions are: a
capacity to adapt to the social and physical environment as a coherent unit;
·
The ability to integrate
sub-units;
·
A sense of identity; and
·
Sufficient self-knowledge to
enable goals to be set.
Conclusion:
Weekly meetings held during
WRC-15 assisted in updating delegates on various agenda items. The positions
adopted by the commonwealth countries influenced the final results of the
conference. Future plans include commonwealth preparatory meeting on WTSA.
Unit-5
Education
for a culture of peace
Ecological
thinking and respects for life(age 8 – 12)
Ecology is the science that studies the biota (living things),
the environment, and their interactions. It comes from the Greek oikos = house;
logos = study. Ecology is
the study of ecosystems. Ecosystems describe the web or network of relations
among organisms at different scales of organization.
An example of
ecology is the study of wetlands. Ecology is defined as the branch of science that studies how
people or organisms relate to each other and their environment. An example of ecology is
studying the food chain in a wetlands area
Respect for environment :
Respect for environment means to duly appreciate the cultural landscape
structure. Cultural environment is
one of the environment integrant
parts, a result of the natural environment successive
transformation under the pressure of demographic growth and of concentrating
economic activities.
Respecting environments also
ensures that communities have adequate resources to meet their needs and many
of their wants. Tropical forests provide ingredients for important medicines, for
instance, and sustainable use of such resources ensures they'll continue to
exist for future generations.
Protect
our environment :
1.
Use Reusable Bags
Plastic
grocery-type bags that get thrown out end up in landfills or in other parts of
the environment. These can suffocate animals who get stuck in them or may
mistake them for food. Also, it takes a while for the bags to decompose.
Whether you are shopping for food, clothes or books, use a reusable bag.
2. Print as Little as Necessary
We have all
had that teacher that wanted us to have a copy of every single reading when we
come to class, or that professor who wanted a hard copy of the ten-page paper
that is due next week. These are fine but it seems as if they do not understand
that using so much paper is detrimental to the environment.
3.
Recycle
Recycling is
such a simple thing to do, but so many people don’t do it. Many garbage
disposal companies offer recycling services, so check with the company you use
to see if they can help you get started! It is as simple as getting a bin and
putting it out with your trash cans for free! Also, check with your RA to see
if recycling options are offered in your dorm.
4. Avoid Taking Cars or Carpool When
Possible
Cars are harmful to the environment. Taking public transportation,
walking, or riding a bike to class are better options that help the environment
and your budget, as well as getting some exercise in.
Tolerance and Respect for Human
Rights (Age 11-16)
Tolerance is integral and essential to
the realization of human rights and the achievement o peace. As the University
Declaration points out, Violence can be the ‘consequence o the repression o
democratic aspiration, just as it can be the result of intolerance’. A major
unction of democracy is to facilitate political change and mediate political
differences without violence. Thus, the element of democracy becomes
essentially interlocked with peace, human rights and tolerance.
Objectives
v Knowledge
: At the end of the activity,
students will be able to
·
Gain knowledge of right
to freedom of opinion and expression and the need of it
·
Exhibit familiarity
with concepts of human rights
·
Acquaint with the
knowledge of relevant legal procedures protecting their rights
·
Understand the
Universal Declaration of Human Rights
v Attitudes:
·
Display humanity
·
Manifest fairness, and
tolerance and understanding
·
Respect other people’s
right to freedom of opinion and expression
v Skills:
·
Practice right to
freedom of opinion and expression
·
Apply the legal
processes in dealing with conflict
·
Solve a conflict
through legal processes and other nonviolent means
Learning
activity: Conflicts and Violations of law
Before starting the activity, the
teacher can explain the following statement: “In a state of laws, an individual
should do everything in accordance with the law. A person accused of committing
any crime or wrongdoing is liable to be punished if proven in a court to be
guilty of the accusation. But even though the law is effectively implemented,
conflicts and violations of the law take place often among friends, relatives
and neighbors. Legal processes have to
be employed to solve these conflicts”.
Conflicts and Violations of law
§ Theft,
robbery and cheating
§ Trespassing
§ Assassination
§ Acts
causing injury
§ Disputes
§ Power
struggle among community leaders
§ Illegal
use of weapon
§ Kidnapping
Objectives
Students will be able
to:
Ø Enumerate
the effects of ethnic discrimination
Ø Cite
attitudes and behavior that manifest fairness, tolerance and understanding
Ø Discuss
the concept of freedom from discrimination.
Ethnic
Discrimination
The teacher has to post a map o the
country and shows pictures of the ethnic groups. The teacher instructs the
students to post the pictures in the map where each ethnic group is found. The
teacher asks the students to describe each ethnic group. The teacher has to
write on the board using Table 1 below the responses of the students according
to similarities and differences. The teacher takes note of negative
descriptions.
Then, the teacher can
ask the students the following questions:
§ What
do the descriptions tell us about our ethnic groups?
§ Does
ethnic discrimination happen? Cite instances.
§ How
does discrimination affect our relationship with our ethnic groups?
§ What
should be our attitude towards ethnic groups?
The teacher has
to write the answers on the board to summarize the answers with a focus on the
last question. The teacher explains the concept of equality based on Article 1
of the Universal Declaration of Human Rights.
Article
1: All the human beings are born free and equal in dignity and rights. They are
endowed with reason and conscience and should act towards one another in a
spirit of brotherhood.
After that teacher
should stress the words – human being, free, equal, dignity, rights, reason,
conscience, brotherhood as important elements of Article 1 and act as bases of
human rights.
Evaluation
The teacher can use any suitable way to
evaluate the students’ understanding of the right to freedom from
discrimination. Evaluation can be done before the Closure.
Critical
thinking and active non-violence
Overview
and objectives:
Peace education
began as a response to violence and war .As started in the preamble of the
constitution of UNESCO (The United Nations educational scientific and cultural
organisation).since wars began in the minds of men, it is in the minds of men
that the defence of peace must be constructed. The knowledge, skills and
attitude needed to prevent violence and promote the non-violence resolution of
conflict are central to the process of educating for the culture of peace.
As summarized
by one organization:
A culture of peace will be
achieved when citizens of the world understand global problems have the skills
to resolve conflicts and struggle for justice non-violently, live by
international standards of human rights and equality, appreciate cultural
diversity and respect the earth and each other.
Role
of Teacher in fulfilling the Objectives of Non-violence and Peace Education:
o
The teacher needs to coordinate all efforts to fulfil the
objectives of education for peace and nonviolence in class.
o
Promote non-violence and develop attitudes and values like
autonomy, responsibility, cooperation, creativity and solidarity.
o
Respect the differences and similarities amongst fellow beings.
o
Learn to live together.
o
Develop co-operative learning based on dialogue and intercultural
understanding.
o
Adopt non-violence solutions to conflicts through mediations and
conflict-resolving strategies.
o
Focusing on children and young people, particularly in the school
educational process to integrate peace and non-violence in theory and practice.
o
Integrating peace and non-violence in every aspect of teaching and
learning processes, including curriculum development activities, teacher
training and management of the educational institutions.
Social
justice and civic responsibility (age 14+)
Objectives
:
·
A fundamental aspect of
educating for peace is to made learning come alive.
·
Peace is not something
“out there” to be objectively studied and understood; rather, its seeds are
sown in every relationship in all learning communities around the globe.
·
The immortal words of Dr. Martin Luther
king,Jr. have never been more relevant than they are today.
·
Social justice is the
principle of positive peace that complements the notion of peace as the absence
of direct and institutional violence (negative peace).
Students
can begin to explore issues of social justice by asking questions such as :
·
What are the roots of world hunger and
poverty?
·
What is the current
distribution of the world’s wealth and how did it get that way?
·
What is the average
level of education for citizens of the world’s poorest countries? The world’s
richest countries?
·
What is the impact of
long-term military presence on the environment? On child and maternal health?
·
How does pollution
affect the lives of women, men, and children in developing countries? In
industrialized countries?
These kinds of questions illuminate
the dimensions of social injustice throughout the world. Challenging students
to increase their awareness of local, national, and global inequities presents
an opportunity for them to become active in finding solutions. Youth
participation is an essential part of building a sustainable culture of peace.
As noted in article IV of the UNESCO’s 1978
declaration on fundamental principles concerning the contribution of the mass
media to strengthening peace and international understanding, to the promotion
of human rights and to countering racialism, apartheid and incitement to war.
The
mass media have an essential part to play in the education of young people in a
spirit of peace, justice, freedom,
mutual respect and understanding, in order to promote human right, equality of
rights as between all human beings and all nations, and economic and social
progress. Equally they have an important role to play in making known their
views and aspiration of the younger generation.
Objectives
Students will:
(Knowledge)
·
Gain an understanding of a local, national, or
international conflict
·
Increase awareness of the roles the news media
plays in portraying evens and conveying information
(Skills)
·
Practice skills in conflict analysis and critical
thinking
·
Increase their ability to filter information
presented in the media
·
Practice skills of teamwork and communication
·
Enhance their capacity for informed civic
participation
(Attitudes)
·
Demonstrate social responsibility
·
Display co-operative approach to learning
Preparation
Newspapers
and magazines
Red, blue, and green markers
Sources
·
Universal declaration of human rights
·
Declaration on fundamental principles concerning
the contribution of the mass media to strengthening peace and international
understanding, to the promotion of Human Rights and to Countering Racialism,
Apartheid and incitement to War.
learning activity
This activity should be introduced in
the context of other learning in the class. For instance, analysing text and
images in newspapers, magazines, and other media could be integrated into
lessons current events, journalism, social movements, etc. or could be used as
preparation for testing based on the use of primary sources.
Step 1:
Ask students to bring in media articles about a
specific local, national, regional or international conflict. Specify the
conflict during class so that all students are investigating the same topic the
teacher should also provide at least two articles on the conflict taken from
different sources that seem to represent opposing viewpoints. Explain that you
are trying t find diverse sources so that the class can understand the conflict
from many different points of view. If possible, students may also bring in
news articles found online, but they must always cite the sources and, whenever
possible, explain the perspective of that sources.
Step 2:
After all the sources have been collected, choose a
few (up to five) of the most informative articles representing different
perspectives.
Step 3:
Divide the class into three groups: a red group, a
blue group, and a green group. Distribute copies of the articles to each group
member. All students should write on their own individual copies because they
will need the papers later on.
Step 4:
Ask the first group (red) to underline in red any
part of the text which explains the underlying and/ or explicit causes of the
conflict.
Step 5:
Assess these activities with the students. See
below.
Assessment
Peer interviews
In
pairs, students gain feedback about the activity and these reports back to the
class as a whole. Students should ask each other the following questions:
·
Which part of this activity was most engaging for
you?
·
Which part was most difficult?
·
What would you do differently?
·
What is one thing you learned in this unit?
Journal
entry
Ask students in a final
journal entry to re-read the journal and comment on their own work. Below are
some suggested questions to pose to students for their final journal entry:
·
What aspect of your work in this unit pleases you
most?
·
What surprised you about your work for this unit?
·
If you were grading yourself on participation, what
grade would you give and why?
·
Please describe something you learned in this unit.
·
How would you teach a friend or relative about
identify?
Globel
citizenship education (16+)
Introduction:
Global
citizenship education (GCED) is a form
of civic
learning that involves students' active participation in projects that
address global issues of
a social, political, economic, or environmental nature. The two main elements
of GCE are 'global consciousness'; the moral or ethical
aspect of global issues, and 'global competencies', or skills meant to enable
learners to participate in changing and developing the world. The promotion of
GCE was a response by governments and NGOs to the emergence of supranational institution, regional
economic blocs, and the development of information and communications technologies.
These have all resulted in the emergence of a more globally oriented and
collaborative approach to education. GCE addresses themes such as peace and
human rights, intercultural understanding, citizenship education, respect for
diversity and tolerance, and inclusiveness.
Definition
and origins:
The Global Citizenship Foundation defines
Global citizenship education as "a transformative, lifelong pursuit that
involves both curricular learning and practical experience to shape a mind-set
to care for humanity and the planet, and to equip individuals with global
competence to undertake responsible actions aimed at forging more just,
peaceful, secure, sustainable, tolerant and inclusive societies."[2]
Global citizenship consists of voluntary practices oriented to
human rights, social justice, and environmentalism at the local, regional, and
global level. Unlike national citizenship, global citizenship does not denote
any legal status or allegiance to an actual form of government. The emergence
of regional economic blocs, supra-national political institutions such as
the European Union, and the
advancement of ICTs, has caused governments to try to prepare national
populations to be competitive in the global jobs market. This has led to the
introduction of global citizenship education programs at primary, secondary,
and tertiary level, but also at independent NGOs, grass roots organizations,
and other large scale educational organizations, such as the International Baccalaureate Organization and UNESCO.
Emergence
and development:
In the present era of globalization, the
recognition of global interdependence on the part of the general public has led
to a higher degree of interest in global citizenship in education. Though
modern schooling may have been oriented to education suitable for the
nation-state throughout the 19th and 20th centuries, in the 21st century,
citizenship is understood in global terms, so that schooling might improve
individual nations' global competitiveness. Many universities worldwide have
responded to the need for a globally oriented education by sending their
students to study abroad in increasing numbers, and some have announced that
this will soon become a mandatory degree requirement.
Many
governments also now promote GCE for the cohesion of society. The large numbers
of people migrating across national borders means that the diversity of ethnic,
religious, and linguistic groups, "has raised [...] complex and difficult
questions about citizenship, human rights, democracy, and education". In
addition, global issues related to sustainability, such as
the world's future energy arrangements, have also been incorporated into the
domain of global citizenship education.
Globalization and global citizenship education
Globalization
has influenced citizenship in many ways, putting forth new issues. Population
increase, movement, and displacement of people in an international scale have
challenged the basis of belonging to the nation state. There are millions of
people holding multiple citizenships. Ohms in his book titled “limits of citizenship”
talks about are millions of people holding multiple citizenships. Royal talks
about post national citizens. He argues that, the new and more universal
concept of citizenship has appeared after the Second World war.
Global Citizenship Education
Educating
global citizens is teaching those skills and attitudes that make them aware,
active, critical and sociable citizens. Students need the knowledge, skill, and
attitudes which enable them to have an active role in different areas as a
member of the world community. So, citizenship educating parameters are;
knowledge and understanding skills, and values related to citizenship as shown
in the following table (UNDP, 200) .There
are millions
of people holding multiple citizenships. In general globalization has put forth
new issues, which demand rethinking.
Educating global
citizens is teaching those skills and attitudes that make them aware, active,
critical and sociable citizens. Students need the knowledge, skill, and
attitudes which enable them to have an active role in different areas as a
member of the world community. So, citizenship educating parameters are;
knowledge and understanding
Skills,
values and citizenships.
Objectives:
v Knowledge:
At the end of the activity, students
will be able to
·
Gain knowledge
of right to freedom of opinion and expression and the need for it.
·
Exhibit
familiarity with concepts of human rights.
·
Acquaint with
the knowledge of relevant legal procedures protecting their rights.
·
Understand the
Universal Declaration of Human Rights.
v Attitudes:
·
Display
humanity.
·
Manifest
fairness, tolerance and understanding.
·
Respect other
people’s right to freedom of opinion and expression.
v Skills:
·
Practice right
to freedom of opinion and expression.
·
Apply the legal
processes in dealing with conflict.
·
Solve a conflict
through legal processes and other nonviolent means.
Conflicts
and violations of law:
Ø Theft, robbery, and cheating
Ø Trespassing
Ø Assassination
Ø Acts causing injury
Ø Disputes
Ø Power struggle among community leaders
Ø Illegal use of weapon
Ø Kidnapping
To defend the peace,
security, wellbeing, and safety of every person, all peoples and all nations
must respect the Universal Declaration of Human Rights.
The following articles
are relevant:
According
to Article 5: Nobody has the right to torture you.
According to Article 6:
you should be legally protected in the same way everywhere, and like everyone
else.
According
to Article 7: The law is the same for everyone; it should be applied in the
same way to all.
According to Article 8:
you should be able to ask for legal help when the rights your country grants
you are not respected.
According to Article 9:
Nobody has the right to put you in prison, to keep you there, or to send you
away from your country unjustly, or without a good reason.
Objectives:
Students will be able
to:
·
Enumerate the
effects of ethnic discrimination.
·
Cite attitudes
and behavior that manifest fairness, tolerance and understanding.
·
Discuss the
concept of freedom from discrimination.
Ethnic
discrimination:
The teacher has to post
a map of the country and shows pictures of the ethnic groups. The teacher
instructs the students to post the pictures in the map where each ethnic group
is found. The teacher asks the students to describe each ethnic group.
Example:
Article1: All human
beings are born free and equal in dignity and rights. They are endowed with
reason and conscience and should act towards one another in a spirit of
brotherhood.
Classroom activity
The
primary method used in peace education is generally referred to as a
“facilitated” or “interactive” model of teaching. In this method, the teacher becomes a
facilitator of learning and a co-learner with the students. Students and teachers use experiential
strategies to practice skills for peace.
There is a shift in the value placed on being a teacher. Using the facilitated processes of conflict
resolution and peace education, teachers and students learn together and teach
each other.
Role of the school
To develop children’s peaceful living competencies, a school
can work in a number of ways. They come under the following seven major levels.
1. Subject context
2.
Subject perspectives
3.
Teaching methods
4.
Co-curricular activities
5.
Staff development
6.
Classroom management
7.
School management
Schools can:
ü Develop a more humanistic management
approach.
ü Improve human relations between,
teacher-student, teacher-teacher, student-student, etc.
ü Help develop good attitudes in
students and teachers as well, e.g. co-operation, mutual respect. Help healthy emotional development in
students.
ü Facilitate socialization through
participation in interactive and co- operative learning activities
ü Improve students’ discipline and
moral behaviour.
ü Develop creativity both in students
and teachers.
Improving
the standard of teaching
ü Improve standard of quality of
teaching and learning.
ü Improve the quality of teaching and
learning process in the classrooms by introducing new methods such as
participatory learning, through staff development and supervision programme.
ü Set a period at least once a week in
the class to voice and express students’ problems related to learning and other
needs with the class teacher.
ü Take prompt action to address their
problems and needs.
ü Practise relaxation exercises,
meditation or short energizing physical games and activities when the teacher
feels students are beginning to show restless behaviour.
Making learning joyful:
To
make learning joyful the teacher should
ü Present the lesson in clear language, easy to understand and
in right sequence.
ü Have a thought provoking and catchy introduction.
ü Keep the attention intact.
ü Ensure that the attention does not flag through use of
examples, humour, stories.
ü Question problem-solving and use of audio-visual aids.
ü Make children participate in learning through involving them
in interesting an challenging learning activities.
ü Use aesthetic activities like singing, listening to recorded
songs and programmes.
ü Use role-plays, simulations and instant drama.
ü Give creative and interesting exercises in place of
monotonous and dry traditional exercises and assignment.
CONCLUSION:
Learning in the classroom should be necessary, happy and
joyful for several reasons. It helps to develop positive attitudes to learning.
Secondly, such learning is easily retained in the memory. Thirdly, it helps
emotional development in children. It also builds a happy classroom climate.
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