This document provides an overview of a course on educating for a culture of peace for students ages 11-16. The objectives are to understand concepts like peace education, conflict resolution, and adopting peace education in the curriculum. One unit focuses on tolerance and respect for human rights. Learning activities aim to teach students about human rights, conflicts and the law, and addressing discrimination. Students role-play scenarios and learn about rights of the accused, lawyers, and the judiciary. The goal is for students to develop knowledge, attitudes, and skills related to tolerance and respecting human rights.

1. Educating for Culture of Peace-I
Tolerance and respect for human rights
(ages 11 to 16)
By
M.VIJAYALAKSHMI
Assistant Professor

2. Objectives
At the end of the course the student teacher will
1. Understand the concept of peace education.
2. Understand the dynamics of transformation of
violence into Peace.
3. Understand the nature of conflicts and their
resolution.
4. Imbibe the knowledge, attitudes and skills
needed to achieve and sustain a global culture
of peace.
5. Adopt peace education in the curriculum.

3. Unit – 6:
Educating for Culture of Peace-I
6.1 Ecological Thinking and respect for life (ages
8-12)
6.2 Tolerance and respect for human rights
(ages 11 to 16)
6.3 Critical thinking and active non-violence
(ages 12+) - knowledge, attitude and skills to
be learnt at classroom activities

4. Unit – 6:
Educating for Culture of Peace-I
6.2 Tolerance and respect for
human rights (ages 11 to 16)

5. • We all know tolerance is integral and
essential to the realization of human
rights and the achievement of peace.
• As the Universal Declaration points out,
Violence can be the 'consequence of the
repression of democratic aspirations,
just as it can be the result of
intolerance.’

6. • A major function 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.
• The achievement of these values in the world
would constitute the basis of a culture of
peace.

7. • Any culture is fundamentally the result of
learning.
• Education is that learning which should be
planned and guided by cultural values.
• A culture of peace thus requires an education
planned and guided by the values of peace,
human rights and tolerance at its very core.

8. • The following learning activity may be
most suited for children between the
ages of eleven and sixteen. The
knowledge, attitudes, and skills related
to value of tolerance and respect for
human rights can be effectively dealt
with following learning objectives.

9. Learning Objectives
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

10. Attitudes
• Display humanity
• Manifest fairness, tolerance and
understanding
• Respect other people’s right to freedom
of opinion and expression.

11. 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.

12. Learning Activity 1:
Conflicts and Violations of Law

13. • 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.”

14. 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

15. Then, the teacher can ask the following
questions:
a) Among those you have written down, what
conflicts and violations of the law have you
often encountered?
b) What are their consequences?

16. c) If the conflict or violation of the law occurred
in your family or surrounding, how would
you solve it?
d) How would you feel if the frequency of
violation of the law increased in your
community? How would you react?

17. • The teacher can facilitate the discussion by
linking it to the message of the lesson: Active
nonviolence is a response to solve a conflict
through peaceful means. The right to remain
silent and refusal to sign papers without
consultation with a legal adviser is one of the
rights of the accused. Legal procedures are
employed to protect everyone against
inhumane treatment or abuse.

18. On the other hand, the teacher can ask the
students to read the following:
• Rights of the Accused
• Rights of a Lawyer
• Local Disputes

19. • The teacher then can direct the students to
the provisions of the Universal Declaration of
Human Rights presented in the following
simpler version.
• To defend the peace, security, well being, and
safety of every person, all peoples and all
nations must respect the Universal
Declaration of Human Rights.

20. 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 1: The law is the same
for everyone; it should be applied in the
same way to all.

21. • 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.

22. • According to Article 10: If you must go on
trial this should be done in public. The people
who try you should not let themselves be
influenced by others.

23. • The teacher can ask the students to think of
any proverbs or any quotes relevant to the
protection of one’s rights.
• For example, “We cannot be hemmed in by
fears; we advance and break out, ready to
take on a challenge.”

24. • On the other hand, the teacher can ask the
students to role-play the situations: The
teacher tells the students to role-play three
situations:
• Situation 1: Many children speaking at the
same time, some screaming to get
themselves heard.

25. • Situation 2: While a student is explaining
about the roses in her garden, another
student is intervening and saying, “Teacher,
Rita is lying. She does not have a garden.”
• Situation 3: The teacher telling a student,
“Fatty, can you please pay attention?”
Ahmad, his classmate, puts up his hand.
When called upon, lie stands up and says in
his normal polite voice, “Sir, it is not polite to
call Arun Fatty. He has a name and it is Arun”.

26. The teacher asks the students to
complete the table below:
Situation
Is this the right
way to speak?
Yes No
Student speaking at the same time
Suddenly commenting on a classmate who is still
talking
Teacher calling Arun - Fatty
Ahmad informing the teacher that it is impolite to call
Arun - Fatty and he should call him Arun instead

27. • The teacher comments on the students’
responses by saying people should speak if
they want to share information, give
opinions, and inform another person about
her/his action.
• But they need to speak politely and should
not hurt another person’s feelings or prevent
another person from speaking.

28. • The teacher asks the students to
draw a cross in the appropriate
columns that represent the rights or
obligations of the accused, lawyers,
and judiciary.

29. Assessment:
• Sit in a circle and ask students to share one or
two things they have learned from this
activity.
• The teacher should also share something she
or he learned in the activity.
• The teacher may want to follow up with the
ideas presented by the students.

30. • These responses can then be tied back to the
teacher’s learning objectives.
• Sharing learning objectives with students
invites them into the teaching process and
may help them take more responsibility for
their own learning.
• The teacher’s openness will hopefully
encourage students to trust and share in the
learning environment.

31. Rights and Obligations Judiciary
Court
Lawyers
The
Accused
1. Ask for warrant of arrest
2. Contact defendants
3. File complaints
4. Advise the accused
5. Request police to issue confiscation
report
6. Confirm warrants of arrest
7. Check the complaint filed
8. Check the complaint filed check the
complaint filed
9. Not sign any paper without
consultation with a lawyer
10. Be kept under arrest only with
court

32. • In most societies, people who are considered
different are treated badly.
• A good example is the usual prejudice among
ethnic groups.
• These prejudices may be translated into
discrimination, affecting livelihood, freedom
of movement, or physical security.

33. • Discrimination is not accepted because it
violates the principle of equality of all human
beings.
• To promote human rights, discrimination in
whatever form should be eliminated.
• To do this, people have to start with their
own personal view of others, who they
consider different.

34. • Ethnicity is in many cases used as a basis of
discrimination.
• People have to analyze their biases translated
into various forms such as jokes about
others, unwillingness to interact or work with
others, and outright rejection of others.
• Most of these forms of biases are likely
human rights violations.

35. Sources are taken from
•Slidesharenet.com
•Web sources