The document discusses the importance and goals of education for peace. It advocates for peace to be the shaping vision of education by becoming the focus of the curriculum and a subject in its own right. Education for peace should promote values like truth, non-violence, democracy, secularism, equality, and scientific temper. It argues that educating younger generations with these values through all levels of education can help society exist in harmony. The National Curriculum Framework of 2005 also recognizes the importance of education for peace in nurturing ethical development and living in harmony.

1. EDUCATION FOR PEACE
IN THE LIGHT OF NATIONAL FRAME WORK - 2005
FOR REJUVENATING HUMAN VALUES & LONG LASTING PEACE ON THE PLANET

2. DUCATION IS TO PROMOTE A CULTURE OF
PEACE
TOLERANCEDEMOCRATIC VALUES
HUMAN
RIGHTSDUTIES AMONG STUDENTS
WHAT IS PEACE?
ABSENCE OF WAR
SOCIETY WITHOUT STRUCTURAL VIOLENCE TO
LIBERATION FROM EXPLOITATION AND
INJUSTICE OF ANY KIND
ECOLOGICAL BALANCE
CONSERVATION AND PEACE OF MIND

3. EDUCATION FOR PEACE
TO PROMOTE A CULTURE OF PEACE AS THE PURPOSE SHAPING THE ENTERPRISE
OF EDUCATION. IF IT IS IMPLEMENTED WITH VIGOUR AND VISION, EDUCATION
FOR PEACE CAN MAKE LEARNING A JOYFUL & MEANINGFUL EXPERIENCE.
GOAL OF EDUCATION FOR PEACE
EQUIPPING INDIVIDUALS WITH THE VALUES, SKILLS AND ATTITUDES THEY NEED
TO BE WHOLESOME PERSONS WHO LIVE IN HARMONY WITH OTHERS AND AS
RESPONSIBLE CITIZENS IS THE GOAL OF EDUCATION FOR PEACE.
“EDUCATION FOR PEACE IS EDUCATION FOR LIFE, NOT MERELY TRAINING FOR A
LIVELIHOOD.”

4. EDUCATION FOR
PEACE
PEACE
EDUCATION
PEACE BECOMES THE
SHAPING VISION OF
EDUCATION
PEACE IN
SUBJECT IN THE
SYLLABUS

5. EDUCATION FOR PEACE
Calls for a significant reduction in
curriculum upload, not an increase in it. It
promotes contextualise learning.
JOY OF
LIVING
ESSENSE OF
LIFE
IN PEACE PERSPECTIVE LEARNING HAS
TO BE A JOYFUL EXPERIENCE.
TODAY’S WORLD’S HURRY & WORRY
SOUR THE LEARNING AND UNDERMINE
LEARNING AND THE HARMONY OF LIFE.
SCHOOLS BECOME TRANSMISSION
POINTS FOR VIOLENCE. SCHOOLS ARE
MEANT TO BE THE NURSERIES OF
PEACE.

6. GANDHIA
N
CONCEPT
OF
PEACE
TRUTH
NON-
VIOLENCE
MAHATMA
GANDHI
ENVISAGED A
NON-VIOLENT
SOCIETY WHICH
IS FREE FROM
EXPLOITATION
OF ANY KIND. IT
CAN BE
ACHIEVED
THROUGH THE
INSTRMENT OF
EDUCATION.

7. COMBATIVE
OBSCURANTISM
RELIGIOUS
FANATICISM
SUPERSTITIO
N
FATALIS
M
VIOLENCE
THE EDUCATIONAL POLICIES OF THE COUNTRY LAY
STRESS ON

8. THE EDUCATIONAL POLICIES OF THE COUNTRY ALSO
PROMOTE SOME CORE VALUES SUCH AS INDIA’S
COMMON
CULTURAL
HERITAGE
EGALITARIANI
SM
DEMOCRACY SECULARISM
EQUALITY OF
SEXES
INCULCATION
OF SCIENTIFIC
TEMPER
ETC….

9. INCULCATION OF CERTAIN VALUES AMONG
YOUNGER GENERATIONS WOULD HELP THEM
TO EXIST IN THE DYNAMIC SOCIO-CULTURAL
FABRIC WITH THE
PEACE
HARMONY
PROSPERITY
INTEGRAL PART OF
INDIAN WAY OF
LIVING IS PEACE AND
LIVING TOGETHER.

10. IMPORTANT RECOMMENDATIONS FOR
INCORPORATION OF VALUES EDUCATION AT ALL
LEVEL OF EDUCATION BY ALL COMMISSIONS AND
COMMITTEES ON EDUCATION IN INDIA
RADHA KRISHNAN COMMISSION (
1948-49)MUDALIAR COMMISSION (1952-
53)
SRI PRAKASHA COMMISSION (1959)
KOTHARI COMMISSION (1964-
66)SAMPURNANAND COMMISSION
(1961)
RAM MURTI COMMITTEE
(1992)
CHAVAN COMMITTEE (1999)

11. THE NATIONAL FOCUS GROUP ON PEACE EDUCATION
CONSTITUTED IN THE CONTEXT OF NCF-2005 IN ITS
POSITION PAPER ON EDUCATION FOR PEACE
PEACE IS A CONTEXTUALLY APPROPRIATE AND
PEDAGOGICALLY GAINFUL POINT OF COHERENCE FOR VALUES.
PEACE CONCRETISES THE PURPOSE OF VALUES AND
MOTIVATES THEIR INTERNALISATION. WITHOUT SUCH A
FRAMEWORK, THE INTEGRATION OF VALUES INTO THE
LEARNING PROCESS REMAINS A NON-STARTER. EDUCATION
FOR PEACE IS, THUS, THE IDEAL STRATEGY FOR
CONTEXTUALIZING AND OPERATIONALISING VALUE
EDUCATION”.

12. EDUCATION FOR PEACE MUST BE A CONCERN THAT
PERMEATES THE ENTIRE SCHOOL LIFE…
• CURRICULUM
CURRICULU
M
CO
CURRICULUM
CLASSROOM
ENVIRONMENTSCHOOL
MANAGEMENT
TEACHER-PUPIL RELATIONSHIP
TEACHING-LEARNING
PROCESS
ENTIRE RANGE OF SCHOOL
ACTIVITIES

13. EDUCATION FOR PEACE AND NATIONAL CURRICULUM
FRAMEWORK - 2005
THE PURPOSE OF EDUCATION GOES BEYOND THE
PROPAGATION OF KNOWLEDGE. IT IS THE SIGNIFICANT
DIMENSION OF THE LONG TERM PROCESS OF BUILDING UP
PEACE
- Tolerance
- Justice
- Inter cultural
understanding
- Civic responsibility
etc..

14. LIBERATION OF LEARNING
- FROM THE CONFINES OF
THE CLASSROOM
- TRANSFORMATION INTO A
CELEBRATION OF
AWARENESS ENLIVENED
WITH THE DELIGHT OF
DISCOVERY.
E
D
U
C
A
TI
O
N
NCF – 2005 SAYS;
EDUCATION FOR PEACE
NURTURE ETHICAL
DEVELOPMENT
INCULCATING THE VALUES,
ATTITDES & SKILLS
REQUIRED FOR LIVING IN
HARMONY WITH ONESELF
AND WITH OTHERS,
EDUCATION OF PEACE
EMBODIES JOY OF LIVING &
PERSONALITY DEVELOPMENT
WITH LOVE, HOPE AND
COURAGE. IT ENCOMPASSES
RESPECT FOR HUMAN RIGHTS,
JUSTICE, TOLERANCE,
COOPERATION, RESPECT FOR
CULTURAL DIVERSITY, SOCIAL
RESPONSIBILITY IN ADDITION
TO A FIRM COMMITMENT TO
DEMOCRACY & NON- VIOLENT
CONFLICT RESOLUTION.
F
O
R
P
E
A
C
E

15. SOCIAL
JUSTICE
EQUALIT
Y
HALL
MARK OF
EDUCATIO
N FOR
PEACE
TO PRACTICING NON-
EXPLOITATION TOWARDS
1. THE HAVE-NOTS
2. THE POOR & UNDER PREVILEGED
3. CREATING A NON-VIOLENT SOCIAL SYSTEM
PEACE CANNOT
PREVAIL IF THE
RIGHTS OF
INDIVIDUALS ARE
VIOLATED

16. EDUCATION FOR PEACE
EMPOWERS INDIVIDUALS
1. TO CLARIFY THEIR VALUES
2. TO ENABLE THEM TO MAKE CONSCIOUS AND
DELIBERATE DECIDIONS
3. TAKING INTO CONSIDERATION THE
CONSEQUENCES OF THEIR ACTIONS
4. TO CHOOSE THE WAY OF PEACE RATHER
THAN VIOLENCE
5. TO ENABLE THEM TO BE MAKERS OF PEACE
RATHER THAN ONLY CONSUMERS OF PEACE
EDUCATION
FOR PEACE IS
AN ESSENTIAL
COMPONENT
OF HOLISTIC
BASIC
EDUCATION
THAT AIMS AT
COMPREHENSI
VE
DEVELOPMENT
OF PERSONS