The document discusses international understanding and education for international understanding. It defines internationalism as feeling of global citizenship and world perspective rather than local views. It recommends guiding principles like respect for all people and cultures, awareness of global interdependence, and willingness to participate in problem solving locally and globally. The document proposes redesigning curriculum, incorporating social content in all subjects, celebrating international events, organizing international clubs and exchanges to promote international understanding among students. It emphasizes the important role of teachers in cultivating international outlook in students.

2.  International understanding or internationalism is a
feeling that the individual is a not only a member of
his country, but a member of the world as well. It is
a sense of world citizenship which enables
individuals to hold a global perspective instead of
local or national viewpoints.

3.  According to Lewis, international understanding is the
ability to observe critically and objectively and appraise
the conduct of men everywhere to each other,
irrespective of the nationality or culture to which they
belong.
 Goldsmith defines internationalism as a feeling that the
individual is only a member of his state, but a citizen of
the world.
 Internationalism inspires the people of the world “ to
live together in peace with one another as a good
neighbours, to take effective measures for the removal
of areas of difference and to develop friendly relations
among nations”

4.  To ensure world peace.
 To prevent world wars.
 To promote human welfare.
 To promote mutual understanding and
interdependence.
 To maintain one’s sovereignty.

5. The UNESCO’s General conference held in 1974
recommended the following guiding principles of
International understanding:
 International dimension: An International dimension
and a global perspective in education at all levels and in
all its forms.
 Principle of respect for all people : Understanding and
respect for all peoples, their culture, civilizations, values
and ways of life including domestic, ethic cultures of
other nations.
 Principle of interdependence: Awareness of the
increasing global interdependence between peoples
and nations.

6.  Communication: Abilities to communicate with
each other.
 Rights and duties: Awareness not only of the right
but also of the duties incumbent upon individuals,
social groups and nations towards each other.
 Necessity: Understanding of the necessity for
International understanding solidarity and co-
operation.
 All-round participation: Readiness of the individual
to participate solving the problems of his
community, his country and the world at large

7.  Education for international understanding is
essentially for peace, love, co-operative living. This
is an education based on the idea of mankind. This
kind of education promotes “understanding,
tolerance and friendship among all nations, racial or
religious groups”.

8.  We can make our world safe and peaceful only by
developing international outlook by imparting
international understanding. Education for
international understanding is the vital need of the
present generation for the following chief reason:
1) To counteract wrong emphasis on “My country,
right or wrong”.
2) To emphasis interdependence and intimate
relationship of human race.
3) To educate for democratic ideals.
4) To educate for human prosperity.

9.  Equality of right of peoples.
 Maintenance of peace.
 Action to ensure the exercise and observance of human
right.
 Racism and its eradication.
 Fight against discrimination of various sorts.
 Ways and means of assisting developing countries.
 The struggle against disease, illiteracy and famine.
 The fight for a better quality of life.
 Preservation of the cultural heritage of mankind.
 The role and methods of action of the United Nation
System.

10.  Peace education strengthens communication of
minds and hearts. It enlarge vision
of humanity through understanding
And respect for difference. It increases
global awareness and co-operation
in the ways of peace. It helps in
developing an international community based on
justice, non-oppression, non-exploitation and non-
violence.

11.  Educating for world understanding is the major
responsibility of educational institution for the
simple reason that the most impressionable years
of human life when attitudes are developed are
spent within the school or college boundaries.

12. The following programme of education for
international understanding may be organised keeping
in views the points highlighted below:
a) Redesigning the curriculum.
b) Instruction in various school subjects.
c) School co-curricular activities.
d) Face to face contacts.
e) Teacher’s role.

13.  The redesigned curriculum should enable our students :
1) to learn the earth is the home of man and other living
things.
2) to gain knowledge about the world we live in – its
people, their similarities and differences, the variety of their
modes of life etc.
3) to learn how to promote better understanding of the
interdependence of the people of the world.
4) to inculcate respect for all major religions of the world.
5) to know something about the long strength of mankind
to replace conflict with co-operation.
6) to develop a desire and simple skills to participate
effectively in building a better world

14.  The instruction school subject can help a lot in
promoting a spirit of international mindedness
among the pupils. Instruction in various school
subjects should not be provided with a view to
disseminating factual knowledge but with a broader
concept. All the subjects should have a social
content, learning the pupils from national to
international understanding.

15.  Co-curricular activities which go on in the school
from time to time can be geared to educating for
international understanding. The following
activities are suggested:
1) Celebrating birth anniversaries of great man in the
world.
2) Celebrating international week and independence
day of other countries.
3) Celebrating days of international importance.
4) Organising and running international clubs.
5) Inviting foreign scholars.
6) Reading out important new items of world affairs.

16.  Face to face contacts are great help in broadening
outlook, breaking rigid isolationism of individual
nations and in removing imaginary fears and
grievances. The following activities are useful in this
regard:
i. International camps.
ii. Cultural and study tours.
iii. Arranging visits and excursions to foreign embassies.
iv. Exchange of students and teachers among different
countries.
v. Institutions of international character.

17.  The teacher can play a dynamic role in cultivating a
sense of international understanding among the
students. She can do in the following ways:
i. Teacher’s own faith in world society.
ii. Conditioning pupil’s mind for international spirit.
iii. Effective teaching.
iv. Encouraging international activities.
v. Educating adult society.
vi. His role in exchange programme.