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| A Study of the Relevancy of Peace Education At The Secondary Level Student of Uttarakhand | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Paper Id :
17413 Submission Date :
19/03/2023 Acceptance Date :
23/03/2023 Publication Date :
25/03/2023
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| Abstract | Emerging Indian society is going on under tremendous changes. The structure of society is deviating from its existing patterns due to developments in science and technology. It is the time of cybernetics; the changing circumstance has given birth to many problems such as violence, conflict, frustration, and competition at all levels –local and international. So the learner should be educated at that he can face the challenges of the modern era. The present study aimed to help the student to know the need and importance of peace in life and to develop human values. So the investigator decided to study peace education. The present study was conducted on secondary-level students of government and public schools in the Pauri district in Uttarakhand. The sample of 150 students was selected with the help of a simple random technique. A self-made multiple choices questionnaire was developed regarding the relevancy of peace education in present secondary schools. Mean, standard deviation, and t-tests were applied for the analysis, and a significant result was found at the .05 level. The findings show the study no significant difference between both Government and public school students with regard relevancy of peace education. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Keywords | Relevancy of Peace Education, Secondary Students. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Introduction |
The national curriculum framework (n. c. f.) asserts that education must be able to promote human values and tolerance in a multicultural society. The aims of peace education are enunciated in the n. c.f. 2005 includes developing a commitment to the core values of equal justice, freedom, secularism, and well being of others. (National Curriculum Frame Work 2005)
We hear of bombs placed at public places and innocent lives being lost why is there so much basic intentional violence? Why do people indulge in violent activities? Who are these people do they belong to any particular community class, creed, religion, or zone? We find violence widely distributed among all classes, religions, rich and poor educated and UN-educated rural as well as urban youth as well as adult countries and all over the world.
The questions educators should honestly attempt to save youth from the dreadful disease of violence, How to inculcate intensive aversion to violence in the minds of our children. So that at least the next generation would be less violent. Psychological studies show that people resort to violence because of a sense of deprivation, frustration, and suffering during early childhood. The psychologists are unanimous in their finding that a basic attitude of empathy, positive self-concept, self-confidence, and feeling of responsibility are the conditions necessary for the development of positive social behavior. Peace exists in interrelationships, ingredients of peace are moral values, love, and tolerance, and non-violence, compassion, caring, and sharing. The individual self-insight, adjustment, and inner peace can spread peace through relationships with others. The goal of peace education is to ensure the values of love, non-violence, compassion, and cooperation. The family and school are the two most important institutions in the early stages of the child. Conscious efforts are needed at both levels to ensure that individuals learn values that generate peace and spread it in society. School education has a huge responsibility in nurturing the attitudes and values related to Peace The role of the teacher is most crucial for developing the competencies and attitudes underlying peace among pupils w within the school system the teacher's own knowledge, skills, and attitude are also helpful in conveying peace to students as they are in a position to enable students to develop the right attitudes and values so that could live a peaceful life.
“Peace education refers to the process of promoting the knowledge, skills attitudes, and values needed to learn about behavioral changes that will enable children, youth, and adults to prevent conflict and violence both overt and structural to resolve conflict peacefully and create the condition conducive to peace wither at an interpersonal, enter group, national and international level.” (U.N.I.C.E.F.)
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| Aim of study | 1. To study the relevancy of peace Education in secondary school students. 2. To study the relevancy of peace Education in secondary-level students on the basis of administration of schools. 3. To study the relevancy of peace Education in secondary-level students on the basis of Gender. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Review of Literature | Peace education
is focused on developing the capacities of learners which are relevant in
verify of different educational settings rural to urban. Peace education does
not teach students what to think. But rather how to think critically? In the
process its holistic and participatory approach may conflict with more
traditional curriculum design or strict standards-based schooling peace
education aims not to reproduce but to transform. One of the challenges of
peace education is not to build a bridge of support among key participants just
as a learning task, peace in a broader social context and not exclusively in a
school or classroom setting. So, Peace education depends on families,
communities, and social networks. ‘‘The meaning
of peace education is not continuous passiveness and consistency, but it means
to determine the power of novelty our individual which develops the active
power of public reached the limitation where they can face any
situation’’ (Binobha Bhawa) Dimensions of
‘Peace of Education Peace Within Harmony of peace
within oneself is a determinant of good health sense, freedom, and joy in life.
It implies the absence of inner conflict, insight creating feelings of
compassion, appreciation of art, enlightenment, and spiritual peace. Peace
begins with individuals who believe in the value of love, tolerance,
non-violence, compassion, caring, and sharing. The individual having inner
peace can spread peace with others. “A man with a
discipline mild who moves among sense objects with the sense under control and
free from attachments and aversion, He resides to a state of prasadam, Peace
having attended peace there is for him an end of all sorrow of such a man of
peace understanding soon attained of equilibrium”. (Bhagwat Gita Chapter III
164-65) Peace Between
Nations Harmony in
interpersonal relationships friendship, unity, tolerance accepting one’s and
mutual understanding, cooperation, collaboration conflict reconciliation,
morality, and community building. A great notion of ‘vasudhev kutumbakam’ was
also propounded thousands of years ago. “Om
sarvesham swastir bhavavatu Sarvesham
sanntir bhavatu Sarvesham
poornam bhavatu Sarvesham
manglam bhavatu Sarve bhavantu
sukhinha Sarve santu
niramayah Sarve bhadrani
pasyantu Maa kaschid
dhukha bhag bhavet’ (Vedas) Peace with Nature Peace with the
environment refers to protecting the environment and harmony with the natural
environment and the earth's world. Beautiful shloka of the shanti-
sukta: “Om Dhyou
Shanti, urantharikham shanti Prthvi shanti,
tirpha shanthi Roshadhya shanti,
bansptha santhi Bishwa dave
shanti, bhrama shanti Saravam shanti,
shantdev shanti Sa ma santhi om
shanty, santhi shanta , shanti.” (Vedas) “The
fundamental duties (article 51 A) enshrined in the Indian constitution exhorts,
among others all Indian citizens”17 1. To promote
harmony and the spirit of common brotherhood among stall the people of India
transcending, religious, linguistic, and regional or sectional diversity, to
renounce practices derogatory to the dignity of women. 2. To value and
preserve the rich heritage of our composite culture, 3. To protect
and improve the natural environment including forests, lakes, reserves, and
wildlife and to have compassion for living creators 4. To safeguard
public property and abjure violence. UNESCO has
given the need for peace education “Coming to the global level needs, it is
important to recall the fact that the ultimate purpose of education is to
produce a world citizen no country can live in isolation anymore, and children
have to develop a sensible world view, the need here is to broaden the world
vision with these objectives in mind, the schools can select current issues,
generate discussion and debates on world issue to raise the global awareness in
the students”. Some of the prominent issues that can be included in peace
education at the school level are given below; 1. Commonality
and diversity of human cultures. 2. Population 3. The distraction
of the ecosystem/pollution 4. Gender issue 5. Racism 6. The problem of war /terrorism 7. World cultures |
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| Hypothesis | 1. There is no significant difference between private and government school students in terms of the relevance of peace education. 2. There is no significant difference between government school boys and girls in ideas of the relevance of peace education. 3. There is no significant difference between the private school boys and girls in view of the relevance of peace education. |
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| Methodology | A descriptive survey method was applied in conducting the study. The sample of 150 secondary school students was selected with the help of a simple random sampling technique. Government and private schools of the Pauri district in Uttarakhand were included in the study. The self-made multiple choice questionnaires were developed regarding the relevancy of peace education. |
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| Sampling | The sample of 150 secondary
school students was selected with the help of a simple random sampling
technique. Government and private schools of the Pauri district in Uttarakhand
were included in the study. |
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| Statistics Used in the Study | Investigator has used mean, standard deviations’’, ‘t-tests, and significant differences for the analysis of the data. |
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| Analysis | Hypothesis-1 There is no significant difference
between the government and private school students in relation to the problem
and relevance of peace education. Sample
Hypothesis no-2 There is no significant difference
between the government boys and girls in relation to the problem and relevance
of peace education at the secondary school level.
Table 2 ‘t’ value between 37 boys and 38 girls mean difference and
degree of freedom. The value of ‘t’ is obtained
less than the table value at .05 level is 2.00‘t’ value is as well as less than
at 0 .01 level 2.64. So the null hypothesis is accepted. It shows the
government and private boys, and girls do have not significant differences in
their views of problems and the relevance of peace education. Hypothesis no- 3 – there is no significant difference between the private
school's boys and girls in relation to problems and relevance of peace
education.
Table 3 - The ‘t’ value between 37 boys and 38 girls of private schools or
mean difference and degree of freedom. The value of ‘t’ obtained is less than the table value at .05 level i. e. ‘t’ 2.00.and also less then 0.01level, i.e.2.65table values. The hypothesis is accepted. So the group of private boys and girls is not having significant differences at both levels (.05and .01) of significance. So the hypothesis is selected. At 0.05 level, but t value is as well as equal to a significant value of .01. |
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| Findings | 1. Peace education is not taught in India as a particular subject. So selected sample the students feel the great need for peace education in the school curriculum. 2. Maximum students accepted that – with the view of increasing violence, competition, frustration, joules, terror, etc which damage the relationship of human beings. So the great need to develop qualities and skills like love, tolerance, cooperation, non-violence, truth, and common brotherhood feelings can change the attitude of individuals. 3. After doing the classification of students’ government private girls and boys within the group and between groups. It was found that some differences exist in their awareness, knowledge, attitudes, and understanding of peace, and peace education. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Conclusion | The data analyzed in the study revealed that the maximum responses of the secondary private and government students are positive on the view of the need and relevancy of peace and peace education. The results of the study also revealed that the groups of government and private school students were not having major differences in their views of problems and the relevancy of peace education. Educational implication of the Study: “If we wage a real war we shall have to begin with the education of children Gandhi’s deep conviction is that once we are able to train and educate individuals in a non-violence spirit can remove the fear of the disastrous consequences of the nuclear welfare” Gandhiji. On the basis of the results drawn from the analysis of data peace Education should be the fundamental aspect of all education the learner should be educated for the challenges of the modern era. Peace Education should be an essential part of the secondary education system. The learner should be taught to manage conflict resolution personal as well as social probable problems, to make them integrate the approach in action and think positively and solve the problem amicably. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Limitation of the Study | 1. The study may be conducted at a higher level of education. 2. The study also may be conducted in broad areas such as other district states and countries. 3. The study may be conducted with families, social groups, and social agencies. 4. The study may be conducted on issues concerns of peace and peace education. |
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| References | 1. Dada, J.P and Vaswani .2007. Peace and Parish. Gita Publication House 10, Pune 411001.
2. Kapil H.K. 1999. Research Method.Bhargav Prakashan, Agra.
3. Mishra and Loknanuth, 2009. Peace Education Framework for Teachers.
4. A.P.H Publishing Corporation, Ansari Road, Daryaganj, New Delhi, p.4435-36/7.
5. Rajput, J.K 2004, Encyclopedia of Indian Education, Volume IV.
6. Sharma, R.A 1989. Fundamental Research, Loyal Book Depot, Meerut.
7. University News. September 2009 Weekly Journal of Higher Education, Published by the Association of Indian University. |
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