school of education central university of … pe.pdf · and its significance. ... levelling off...

SCHOOL OF EDUCATION

CENTRAL UNIVERSITY OF KASHMIR

CURRICULUM TRANSACTIONAL STRATEGY (CTS)

AEC-PEACE EDUCATION

S.NO. COURSE

CODE

TITLE OF

THE COURSE

CREDITS MAX.

MARKS CIA

MAX. MARKS

EXTERNAL

1 AEC PEACE

EDUCATION

4 40 60

UNIT TOPIC METHODOLOGY NO.OF CLASSES

NEEDED

UNIT 1:

INTRODUCTION

Concept of peace

and its significance.

Lecture/discussion 2

Challenges to peace:

Stresses, conflicts,

crimes, terrorism,

violence and wars

Analysis of video clips

and creation of media

messages

4

Understanding

importance of skills

and strategies of

assessment of the

peace-building

process in terms of

Attitudes, Values,

Skills and strategies

at institutional level

Discussion –cum-

lecture/PPT

3

Role of UNO and

UNESCO

Lecture/ discussion 2

Role of Regional

Cooperation

councils: EU, AAU,

OIC, GCC, SCC

Power point

presentation &

Discussion

4

LEARNING OUTCOMES

After completion of this unit, students will be able to –

Define the meaning & concept of peace.

Identify the challenges to peace with respect violence, crimes, conflicts, terrorism and

war.

Describe the role of national levels and international level agencies for peace

education.

Understand the importance of skills and strategies of assessment of the peace-building

process at institutional level.

ACTIVITY

Levelling off understanding of the four theme in the peace education framework.

Teacher will display the four research paper of concerned theme in each four corner.

Students will have to write on these themes.

Social justice

Spirituality

Supporting Non-Violence

Strengthening human rights

POINTS FOR DISCUSSION

What did the terms (Social justice, Spirituality, Supporting Non-Violence,

Strengthening human rights) mean to you? How are they relevant to you?.

Do you think the goals of these themes are fulfilled in society? If yes,how? If no,

why not?

What is the relation of the themes to peace, conflict and violence?

SUGGESTED READINGS

Christie, D. et.al. (2002). Peace, Conflict, and Violence: Peace Psychology for the

21st Century. NJ: Prentice Hall.

Harris, I. & Forcey, L. Peace building for Adolescents: Strategies for Educators and

Community Leaders. New York: Peter Lang.

Harris, I. (1988). Peace education. Jefferson, NC: McFarland & Co

Reardon, B. (1982). Militarism, Security and Peace Education: A Guide for concerned

citizens. Valley Forge, PA: United Ministries in Education

Wulf, C. (1974). Handbook on Peace Education. Frankfurt: International Peace

Research Association.

Rokeach, M. (1973). The nature of human values. New York: Free Press.

Clark, I. (2001). The post-cold war order: The spoils of peace. Oxford: Oxford

University Press.

Web Sources

www.cultureof-‐peace.info/books/worldpeace/ introduction.html

http://www.transcend.org/

http://jtd.sagepub.com/cgi/content/abstract/6/4/286?rss=1

SCHOOL OF EDUCATION



AEC-PEACE EDUCATION

S.NO. COURSE

CODE

TITLE OF

THE

COURSE

TYPE OF

COURSE

CREDITS MAX.

MARKS

CIA

MAX.

MARKS

EXTERNAL

1 AEC PEACE

EDUCATION

C 4 40 60


NEEDED

UNIT 2:

SOME THINKERS

OF HARMONY:

A critical study of

relevant extracts

from the writings of:

Mahatma Gandhi

(‗Brute Force‘ and

‗Passive Resistance‘

in Hind Swaraj)

Presentation –cum-

discussion

2

2.Rabindra Nath

Tagore (‗Civilization

and Progress‘).

Analysis of literature

& Discussion

2

Sri Aurobindo (‗The

Ideal of Human

Unity‘


Jiddu Krishnamurti

(‗Education and

World Peace‘)vel

Discussion –cum-

lecture/PPT

2

Maria Montessori

(‗Peace and

Education‘)


Bertrand Russell

(‗Knowledge and

Wisdom

Analysis of literature

& Discussion

2

Allama Iqbal (‗Is

Religion Possible‘)

Responsibility

Power point

presentation &

Discussion

1

Dalai Lama

(‗Universal

Presentation &

Discussion

2

8. Sahir Ludhianvi

(Parchhaiyan'

Reflection &

Presentation

1

LEARNING OUTCOMES


Develop a taste for reading amongst students.

Read for comprehending ideas, reflect and think on different types of literature.

Make learners appreciate different kinds of writing in different contexts with

reference to peace.

Facilitate self-learning, reflection and ability to express amongst learners.

ACTIVITY

Reading for discerning the theme(s) of the literature.

Analysing the structure of the argument: identifying main ideas, understanding topic

sentences of paragraphs, supporting ideas and examples, terms used as connectors and

transitions ( guided small group discussion)

Discussion of the theme, sharing responses and points of view (small group

discussion)

Writing a response paper ( individually or in pairs)

Presentations of selected papers, questions and answers (large group)


Do you think the goals of these literatures are fulfilled in society? If yes, how? If

no, why not?

What is the relation of the different literature with reference to themes of peace,

conflict and violence?

SUGGESTED READINGS

Allama Iqbal (‗Is Religion Possible‘)

Dalai Lama (‗Universal Responsibility)

Sahir Ludhianvi (Parchhaiyan'

Bertrand Russell (‗Knowledge and Wisdom)

Jiddu Krishnamurti (‗Education and World Peace‘)

Mahatma Gandhi (‗Brute Force‘ and ‗Passive Resistance‘ in Hind Swaraj)

Maria Montessori (‗Peace and Education‘)

Rabindra Nath Tagore (‗Civilization and Progress‘)

Sri Aurobindo (‗The Ideal of Human Unity‘)

WEB SOURCES

wikipedia.org/wiki/The_Reconstuctiion_of_

Religious_Thought_in_Islam

poetryofsahirludhianvi.wordpress.com/.../parchhaiyan-urdu

www.eng-literature.com

www.holybooks.com/wp.../J-Krishnamurti

www.mkgandhi.org/ebks/reflectionson_hind_

https://archive.org/details/Peace_And_Educati

http://www.holybooks.com/wp.../J-Krishnamurti

http://www.mkgandhi.org/ebks/reflectionson_hind_

https://archive.org/details/Peace_And_Educati

SCHOOL OF EDUCATION



AEC-PEACE EDUCATION

S.NO. COURSE

CODE

TITLE OF

THE

COURSE

TYPE OF

COURSE

CREDITS MAX.

MARKS

CIA

MAX.

MARKS

EXTERNAL

1 AEC PEACE

EDUCATION

C 4 40 60


NEEDED

UNIT 3:

ISSUES AND

CHALLENGES

Justice and Peace: The

Constitution as a means

of conflict-resolution.


Study of ongoing

conflicts in the political,

economic, socio-cultural

and ecological spheres

Discussion 2

Challenges to peace:

Stresses, conflicts,

crimes, terrorism,

violence and wars



messages

4

Case studies of major

conflicts between nation-

states

Discussion –cum-

lecture/PPT

2

Two world wars and its

aftermath: Large scale

destruction of life and

property

Discussion & Lecture 1

Regional wars, War on

terrorism


War and Markets,

Globalization, Economy,

Politics, Technology

(implications)

Power point

presentation &

Discussion

2

Human life in conflict Presentation & 2

settings: Case study of

areas leading to

displacement, violence or

persistent social turmoil

Discussion

Migration and refugee

crisis across the globe


& discussion

1

LEARNING OUTCOMES


Understand the political, economic, socio-cultural conflict & ecological conflict.

Understand & analyse the conflict resolution by a means of Constitution .

Define & Implement the different globalised term like globalisation, politics

technology with respect to conflict & peace.

Identify displacement, violence ,migration and refugee crisis across the globe.

ACTIVITY

Experiential learning sessions on yoga, meditation, communication skills, conflicts,

their resolution, media influence, cooperative competitive strategies, use of

meditation, art, drama, nature to experience harmony

Reflective journal to record experiences of the day and reflections thereon during the

training programme, sharing and discussing self-expression of change during the

training

.


How our Indian constitution can be used as conflict resolution?

What do you mean by the terms Violence, conflict war & market, globalisation ,

economy ‗politics & its implication with reference to peace mean ?.

Do you think the human life can be settle after displacement? If yes, how? If no,

why not?

What are the migration & refugee crisis across the globe?

SUGGESTED READINGS

Bourke, Joanna (1999). An Intimate History of Killing: Face-to-Face in Twentieth

Century Warfare. New York: Basic Books.

Boyden, Jo, with Paul Ryder (1996). ―The Provision of Education to Children

Affected by Armed Conflict‖. (unpublished paper), Refugee Studies Centre, Oxford.

Convention on the Rights of the Child (1989). Adopted by UN General Assembly 20

November 1989, entered into force 2 September 1990. Geneva and New York: Centre

for Human Rights, United Nations Office, and UNICEF.

Dewy, John (19 16) Democracy and education. Free Press. London

Sommers, Marc (1998). ―Reconciliation and Religion: Refugee Churches in the

Rwandan Camps‖. Occasional paper, Life and Peace Institute, Uppsala, Sweden.

Smith, Donald Eugene (1971). Religion, Politics, and Social Change in the Third

World. New York: Free Press.

Stassen, Glen H. (1992). Just Peacemaking. Transforming Initiatives for Justice and

Peace. Louisville, KY: Westminster/John Knox Press.

United States Department of Education (1998). Early Warning Timely Response. A

Guide to Safe Schools. Washington DC: United States Department of Education.

UNICEF (2000). ―Curriculum Report Card‖. Working Paper Series, Education

Section, Program Division, New York.

Web Sources

http://www.aed.org/publications

http://www.usaid.gov/regions/afr/conflictweb

http://www.ginie.org

http://www.lirs.org

http://www.refugeeproject.org

http://www.UNESCO.org

SCHOOL OF EDUCATION



AEC-PEACE EDUCATION

S.NO. COURSE

CODE

TITLE OF

THE

COURSE

TYPE OF

COURSE

CREDITS MAX.

MARKS

CIA

MAX.

MARKS

EXTERNAL

1 AEC PEACE

EDUCATION

C 4 40 60


NEEDED

UNIT 4:

RELIGION, PEACE

AND EDUCATION

Peace as core theme

of world's major

religions.


Role of Education in

peace making: Role

of a teacher as

counsellor for peace



messages

2

Analysing life at an

educational

institution

Discussion –cum-

lecture/PPT

1

Critical pedagogy of

peace education


Promoting

dialoguing and

developing

capabilities for

decision-making

Power point

presentation &

Discussion

1

Awareness of

pedagogical skills

and strategies for

removing tensions,

examination fear,

stress, corporal

punishment,

violence and

conflicts in

Lecture/ Presentation 3

educational

institutions

LEARNING OUTCOMES


define the critical pedagogy in peace education

understand different ways to apply critical pedagogy in classroom practices

Explain the different world‘s religion as a major theme & role of religion for

maintaining the peace.

Understand & apply the different strategies & skills for removing tensions & conflicts

at educational institutions.

ACTIVITY

Visits to organisations connected with peace and intercultural harmony, and aesthetic

appreciation to experience peace as reality submission of reports on experiences.

Assignments on topics which require deep understanding and generating

creative/alternative ideas to deal with issues and challenges to peace, few suggested

topics and sharing in groups.

Preparation of collages from newspapers, etc. to highlight issues and challenges to

peace or positive response to them

Developing an action plan for peace in school and local community

Visiting websites on peace education to become familiar with National and

International initiatives, approaches and strategies of peace.


Can education ever be neutral?

What is relationship between education & social action.

Identify some activities of violence prevention for your school.

As a teacher what are some ways that you empower your students.

SUGGESTED READINGS.

Dewy, J. (1916). Democracy and Education, London: The Free Press.

Dhand, H. (2000). Teaching Human Rights: A Handbook for Teacher Educators.

Bhopal: Asian Institute of Human Rights Education

Maria, D. (2003). ‗Value Education for Peace‘, The CTE Journal, 2 (3): 25.

Maslow, A. H. (1968). Towards a Psychology of Being, 2e. Van Nostrand Reinholf.

National Council of Educational Research and Training (NCERT) (2000). National

Curriculum Framework for School Education. New Delhi: NCERT.

Pike, G. and D. Seiby (1993). Global Teacher–Global Learner: Public Report on

Basic Education in India, OUP, (1999).

Reardo, B. A. (1997). Tolerance—The Threshold of Peace. Paris: UNESCO.

Schmidt, F. and A. Friedman (1983). Creative Conflict Solving for Kids. London:

Stoughton Ltd.

UNESCO (1998). Learning to Live together in Peace and Harmony. A UNESCO

APNIEVE Source Book for Teacher Education and Tertiary Level Education.

Bangkok, Thailand: UNESCO Principal Regional Office for Asia and the Pacific.

UNESCO (2001). Learning the Way of Peace. A Teachers‘ Guide to Education for

Peace. New Delhi: UNESCO.

UNICEF (1994). I Dream of Peace. New York: Harper Collins.

UNICEF (1996). Education from Conflict Resolution Project: Final Progress Report

to the U.K. Committee for UNICEF. Colombo, Sri Lanka: UNICEF.

Web Sources

https://www.researchgate.net/publication/287051732

http://daccess-dds-ny.un.org/doc/UNDOC/GEN/N09/443/89/PDF/N0944389.

pdf?OpenElement

www.beta.undp.org/content/dam/undp/library/crisis per cent20prevention/

DisasterConfl ict72p.pdf

www.ineesite.org/uploads/documents/store/UN_Resolution_Education_in_

Emergencies.pdf

http://www.beta.undp.org/content/dam/undp/library/crisis%20per%20cent20prevention/%20DisasterConfl%20ict72p.pdf

http://www.beta.undp.org/content/dam/undp/library/crisis%20per%20cent20prevention/%20DisasterConfl%20ict72p.pdf

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