Learning The Way of Peace: A Teachers' Guide To Peace Education

Learning the Way of Peace
A Teachers Guide to Peace Education
United Nations Educational,

Scientific and Cultural Organization,
New Delhi
2001
-- .-
This report also includes inputs provided by researchpersons at the UNESCO
Regional Seminar held in Colombo, Sri Lanka, from 3-5 January 2001 and has
been published with financial support from UNESCO and written by
A. S. Balasooriya.
The author is responsiblefor the choice and the presentationof the facts contained
in this book and for the opinions expressedtherein, which are not necessarilythose
of UNESCO and do not commit the organization
First published : 2001

CONTENTS
Introduction xi
1. What is Peace Education? 1
2. The Way of Peace 9
3. Designing Programmes 13
4. Ways of Integrating Peace into the Curriculum 19
5. Practices that Make School a Place of Peace 33
- 6. Peace Teacher - Peace Methods 39
7. Developing Staff 51
8. Reducing Violence in School 55
9. A Model for Peace Education 59
10. Think Positively 63
o Learning Activities 71
11. Be Compassionate and Do No Harm 87
12. Discover Inner Peace 103
13. Learn to Live Together 119
14. Respect for Human Dignity 133
15. Be Your True Self 147
(4 16. Think Critically 167
i o Learning Activities 174
17. Resolve Conflict Non-Violently 187
18. Build Peace in the Community 209
19. Care for the Planet 219
20. Evaluating Peace Learning 233
Bibliography 239
V
APPENDIX
1 Conclusions Reached at the UNESCO Regional Seminar on Curriculum

Development in Peace Education, Colombo, 3-5 January 2001
- 2. Subject Index
3 Bibliography
---__ -.--..--..
Conclusions Reached at the UNESCO Regional Seminar on
Curriculum Development for Peace Education, Colombo, Sri Lanka
3-5 January 2001
Draft Resolutions:
The participants at the Seminar
I. Recognizing the role that education has to play in building defences of peace
L in the minds of people, and the interrelationship between peace and sustainable
development as critical to achieving the objective of social cohesion and living
together, and to move away from a culture of war and violence in a world beset
with strife to a culture of peace and non-violence;
II. Acknowledging the responsibility to the future of humanity and the critical role
of peace education in discharging such responsibility;
III. Underscoring that the respect for human dignity and human rights and the
protection of the environment are the core values, that need to be practised to
achieve peace and harmony and sustainable development through lifelong peace
education.
IV. Reinforcing the need to harness the full potential in body, mind and spirit of
every human being and the need to preserve ones identity (learning to be);
V. Emphasizing the need to establish a prioritized programme of peace education
in all aspects of school curricula;
VI. Realizing the importance of the noble ideals such as loving kindness, mercy,
friendship, generosity, equanimity, and righteousness, as enshrined in all our
religions,
resolve that the following steps are conducive to the inculcation of the values and
development of attitudes and behaviours to be practised in the school and out of
school environment to achieve a culture of peace and non-violence, a cherished
ideal of all human beings:
1. Re-orient teacher education programmes to ensure the professionalization of
every teacher and teacher educator as a peace educator.
2. Design school programmes, co-curricular activities, functions, ceremonies and
celebrations to internalize concepts and practices of peace education.
__- -
...
Vlll Learning the Wayof Peace
3. Create awareness that the school practises the culture of peace by way of
developing literature for children, and by displaying peace mottos in prominent
places, on bill boards and wall magazines.
4. Take measures to eliminate and denounce violence, of any form, explicit or
implicit, within the school and campus premises.
5. Incorporate peace education in all curricula and in the development of teaching/
learning materials, including in multi-media facilities.
6. Set up teacher and student exchange programmes nationally and internationally
for the promotion of peace education.
7. Establish a Peace Education Centre for South Asia, which would co-ordinate,
promote and support researches, surveys, studies and innovations in peace
education.
8. Promote the learning of concepts and practice of responsible and duty-conscious
citizenship among students.
9. Initiate functionaries of school management systems into peace education and
provide them with the enabling environment to do so.
10. Develop skills in conflict resolution as an integral part of education.
Il. Promote respect for diversities and pluralities in multicultural societies comprising
different linguistic, cultural and religious backgrounds.
12. Influence the relevant authorities to ensure that mass media fall in line with
the mission of peace education by recognizing their own social responsibility.
13. Involve schools in building out-of-school informal and non-formal support
structures for promotion of peace, involving the home, civil society, organizations
and communities.
14. Lobby with decision-makers and policy-makers in public and private sectors
that environments conducive to peace must be ensured to supplement what is
done in the schools.
15. Prepare a handbook comprising guidelines to be followed by every teacher and
teacher educator by way of an integrated approach in all subjects taught in
schools and teacher education institutions on the basis of proposals made during
the seminar. (This handbook to be made available to the member states by 28
February 2001 in order to enable the testing of the models to commence in the
South Asian members states, as soon as possible).
16. Develop and execute monitoring and evaluation mechanisms for peace education
programmes and build these into the new programmes.
ix
17. Encourage member states to formulate government policy to institutionalize

and implement peace education programmes.
18. Globalize the peace movement by proposing these concepts and programmes
to be adopted by UNESCOs member states in General Conference and to be
practised in the respective member states thereafter, since it is only a world
order imbibing similar values, attitudes and behaviours that could bring about
respect for human dignity and right and respect for the environment which are
the essential ingredients for contributing to a culture of peace worldwide.
19. Sustain peace education programmes by the adoption of appropriate strategies
in the short, medium and long term.
Colombo, Sri Lanka

5 January 2001
INTRODUCTION
Since wars begin in the minds of men it is in the minds of men
that the defence of peace must be constructed.
From the Constitution of UNESCO
May there be Peace!

Dear teachers, principals and curriculum designers,
You are most welcome to this Teachers Guide to Peace Education. This comes
to you as a gift from UNESCO. The educationists gathered from India, Pakistan,
Bhutan, Maldives and Sri Lanka at the Conference on Curriculum Development
in Peace Education organized by UNESCO in January 2001 in Colombo, accepted
that peace education should be an integral part of general education in their own
countries and South Asia at large. They decided to produce a Teachers Guide to
introduce Peace Education to schools in South Asia. So this is it! Taking the
teachers needs to learn what peace education is all about this guide:
clarifies the scope, goals, core values and concepts of peace education;
suggests a thematic model on which school peace education programmes could
be designed, implemented and evaluated;
identifies characteristics, attitudes and skills necessary to be a peace teacher;
provides learning activities useful for educating peace;
points out ways of infusing peace values, attitudes and skills in the formal teaching
and learning in the classroom;
discusses ways of eliminating violence in school in all forms;
introduces co-curricular activities for peace programmes in schools;
presents a procedure for staff development in peace education within the schools;
gives practical steps to build peace culture in schools; and
specifies intended outcomes, as objectives to strive for and as indicators to use
for evaluation.
Uses of the Guide
This guide aims at empowering you as a teacher in your attempt to foster
peaceful attitudes, values and skills in children. It provides a basic theoretical
xii Learning the Wayof Peace
foundation and a variety of learning activities, classroom practices and suggestions

for building peace culture in schools.
The approach suggested here does not intend to make another subject out of
peace education; rather it advocates integration of peace values into the school
curriculum. It suggests ways of making every lesson a peace and every teacher a
peace teacher. Inclusion of peace values and activities will make the subjects more
meaningful and interesting to learners in many ways. It increases the quality of
teaching as well as learning. The approach attempts to make Peace the central
theme, in the total school curriculum, which unifies the learning experiences in
various subjects. In absence of such a unifying central theme, children may experience
the curriculum as a package of fragmented pieces of knowledge, with little or no
relation to each other.
The guide mainly addresses teachers in primary and secondary schools. School
principals may, too find it useful for introducing peace education into their schools.
Teachers need the school principals support, guidance and facilitation in their
attempts.
Curriculum designers can also find clues and insights here as to how peace
concepts, values, and approach could be included into curriculum. Having peace
values in the curriculum is so necessary, In them teachers find a legitimate foundation
on which they can build. However mere inclusion of a few peace values as they
happened to be there in a curriculum in a disorganized way, may not be taken
seriously by teachers. It should be stated in this context, that it is disheartening
to see how little space is given in many school syllabi to discuss most important
matters related to the human development of children. If you do not agree with
the statement, find yourself space in syllabi where you can discuss happiness,
empathy, friendship, responsible decision-making, conflict resolution and peaceful
living with children. This is because of the lack of interest in aspects like human
development, peaceful living, and morality by the curriculum designers. But the
present crisis in the world, both locally and globally, demands that curriculum
designers should be more interested in peaceful living aspect of children by including
such values in subject syllabi, teachers handbooks, school texts and teacher education
courses. It has to be done with clear vision and goals.
Introducing the concepts and methods of peace education for teacher trainees
in Colleges of Education needs to be a priority in introducing the innovation into
a school system. This Guide may also be used for teachers training in peace
education. Along with it an education authority who wants to make peace education
an integral part of education has to work from all levels with an unshaken interest
and enthusiasm.
...
Introduction XIII
Design of the Guide

Part one [Chapters 1 and 21 of the guide discusses the nature of peace education
and the concept of peace. Part two [Chapters 3 to 51 explores ways of integrating
peace values into the school curriculum and various practices that make school a
place of peace. It also introduces a large number of teaching and learning methods
of peace education. Thirdly, Chapter 6 considers ways of developing staff in peace
education. Chapter 7 suggests ways of reducing violence in school.
Part four [Chapters 8 to 181 introduces a thematic model for peace education
with 10 themes based on core peace values most relevant to education in our present
global context. Each theme presents a conceptual analysis, intended outcome,
classroom practices, hints for peace culture building and model learning activities.
The last two chapters are on designing school programmes and evaluating peace
learning.
All the activities and the models introduced herein have been largely tried out
by the writer in schools with students, in Teachers Colleges with teacher-students
and educators. Such activities will surely enrich the quality of education through
the raising spirit of liveliness, joy and creativity in schools. They provide socializing
experiences and the insights necessary for peaceful living.
How to Integrate Peace into the Curriculum
If you are a peace-loving teacher naturally you want to integrate it into all the
aspects of schooling. There are six major media of integration into the total
curriculum of the school. They are:
1. Subject context
Here we take Language, Social Studies, Religion, Physical Education, Arts, and
- Science as the core curricular subjects, which can be used to infuse peace.
2. Subject perspectives
These are how teachers make a subject meaningful. A subject is not learned
merely for the subjects sake. It has to be interpreted in such a manner so as to
contribute to learners social, emotional, intellectual and moral self-development.
Peace education attempts to humanize subjects through bringing in human
perspectives and effective dominion into learning.
3. Teaching methods
In education both what is taught and how it is taught are equally important .A
good teacher adopts the child-centred education approach, especially in the primary
and secondary levels. Instead of routine lecturing, she uses interesting learning
activities. She is not only concerned with imparting knowledge but also concerned
A
xiv Learning the Wayof Peace
with developing socializing skills, moral attitudes and learning skills of children
in parallel.
4. Co-curricular activities
These are activities done outside the classroom to achieve the goals of the
formal subject learning. Here we include extra curricular activities as well. Extra
curricular activities are complementary in the sense that they do not directly relate
to subjects or formal curriculum, but are helpful in achieving the goals of education.
5. Staff development
To successfully implement any innovation, first of all the teachers need to
develop by raising awareness and training. This can be done through in-service
seminars and school-based sessions.
6. Classroom management
Classroom management includes maintenance of discipline, organizing learning,
character building, conflict resolution, counselling, etc.
7. Sckool management
This is the administrative, structural, policy-making and policy implementation
level at the school level principal as the Head. Teachers who implement peace
education at the classroom level need the support of the whole school. Peace
education provides important insights into management development of the school.
Ways of integrating peace into lessons is discussed indetail in Chapter 3.
Learning Activities
This Guide presents you with over 100 learning activities in the third part. With
each the subject context or curriculum concern is suggested. However, the teacher
is the best judge where to use them. While using them as the minimum request
of this course, you can create and design similar or even improve your own activities
to meet the needs of peace education in varying situations. The experience gained
from using these activities will be helpful in creating your own activities. Perhaps
at the beginning children may hesitate to participate in activities, because of the
previously acquired habits of passivity. However, as they continue to participate,
they will begin to enjoy the activities and shed the former habits of hesitancy.
It is difficult to make this guide exhaustive. However in preparing this Guide
attempts have been made to make it a module in the sense that it will be self-
sufficient for the teachers who use it. However, teachers can build much more from
their experience gained through applying this approach in their classrooms.
1
WHAT IS PEACE EDUCATION?
Peace is possible for life at all stages and it is up to man to choose his
destiny or to suffer from the horrors of war. Today mankind is at the cross-
road where he has to choose with courage, determination and imagination.
Federico Mayor
On seeing this guide a teacher might wonder Is it really necessary to teach

peace as such? Whole education is for peace. Isnt it already in the curriculum?
She may be right in a sense. But the questions remain: Are we giving adequate
attention today to teach peace? Are our schools really interested in producing a
peaceful young generation ? Is it enough having mere peace concepts in the
curriculum?
Violence is emerging in an unprecedented manner in human society. Looking
at the world today any sensible person feels disheartened and even horrified to see
the kind of violent acts being committed by man against man and nature. It is sad
to realize that we live in an era of unprecedented violence in the forms of terrorism,
war, crimes, injustice and oppression and exploitation amidst a seemingly outward
- development enjoyed by a few. The majority of mankind lives in stark poverty,
struggling for bare survival. There is so much disorder and confusion in the society
man has built for himself.
The saddest part of the story is that this state of disorder and confusion in the
society is affecting the childrens innocent minds. Children naturally absorb the
spirit of violence in the atmosphere and will soon grow to be the next generation
of perpetuators of violence. Therefore the need to nurture peace in the hearts of
children has arisen as urgent issues to be addressed.
Fortunately, a few countries may still remain unaffected by such forces extending
over the surface of the earth. But the questions remain: How long can they remain
so? No country can remain aloof under the pressures of globalization. Under the
present secular forces education is narrowing down into the teaching of certain
subject matters necessary only for passing examinations. Due to such subject-
centred and examination-oriented learning at school the purpose and the beauty of
F
2 Learning the WayofPeace
whole education seems to have much lost. The joy of learning is taken away from
children. They are trained to cope with the rat race of the corrupt society. Today
school is no more a place of leisure or of peace as the very word school means.
(The word school drives from Greek &hole meaning leisure)
Today teachers complain about increasing disciplinary problems in schools.
One teacher says, I am appalled to see the mindless behaviour of the adolescents
in school. Their mentality seems so different from us! The public criticizes the
youth whom we produce at schools as insensitive to the problems of society, selfish,
narrow minded, lacking in intellectual depth and susceptible to the violent and
corrupt social pressures. The excellence of a few students cannot make up for the
rest. R.D. Laing (1978) puts it this way:
A child born today in the U.K. stands a ten times greater chance of being
admitted to a mental hospital than a university.... We are driving mad
our children more effectively than we are genuinely educating them.
Under the present predicament there is a growing realization in the world of
education today that children should be educated in the art of peaceful living. As
a result, more and more peace concepts, attitudes, values and behavioural skills
are being integrated into school curricula in many countries. There is also renewed
interest to develop peace-related disciplines such as values education, moral
education, global education, etc. In the past we seemed to have assumed that the
more knowledge people have, the better they are. Accordingly, we stressed cognitive
learning in schools at the cost of developing childrens emotional, social, moral
and humanistic aspects. The consequence of such imbalanced learning is evident
today in the forms of youth unrest with their antisocial attitudes and behavioural
problems.
This teachers guide introduces an educational approach, by the name of Peace
Education, which can undo certain basic negative effects discussed above. It attempts
to do so by way of bringing in core human values essential for peaceful and healthy
living. It provides a wide range of interesting active methods of teaching and
learning to deliver the curriculum effectively alongside with a focus on core human
values. This approach has been tried out by educationists and teachers in different
countries and found effective. For instance, a student in such a school in Sri Lanka,
writes;
This programme strongly influenced my mind. I was enlightened on how
to lead a contented life, to live a conflict-free ltfe in school, to build up
mutual co-operation and make our future happy and successful and most
of all, to live as a peaceful citizen (National Institute of Education (2000)
Bulletin on Education for Conflict Resolution Programme)
Wht is Peace Education? 3
A teacher who had received a short course training on peace education said
at the end, I have never received such a wonderful experience and knowledge in
my teaching career I have become a changed person with good attitudes. This is
indeed a useful Programme which could bring about peace and harmony to our
country. (Ibid)
Robin Montz, another teacher, who tried out such an approach in America
writes:
School started, and I began to weave into our curriculum some of the
effective exercises I had experienced or read about. And I saw some mi-
raculous things begin to take place. I saw students form meaningful rela-
tionships in the classroom. Isaw students who had been bored and in trouble
much of the time begin to learn. I saw myself and my own role as teacher
begin to change and to take on new meanings. And I saw genuine relation-
ships begin to develop between myself and my students, not so much as
teacher and pupil, but as people, human beings meeting each other and
leamingLfiom each other . (George Isaac Brown (1972) Human Teaching
and Human Learning, The Gestalt Journal, Highland NY, page1 68)
Development of Peace Education

In tracing the recent development of peace education, we begin to see that in
the past it had been an integral part of education at all times and in all cultures,
Every culture regards peace as a noble ideal to attain. However with the advent
of Western secularism at the beginning of the 20th century through the guise of
a positivist scientific outlook to education, moral and human values including peace
were slowly discouraged away from school curricula. Under the ideal of value-free
positivist and reductionist knowledge the whole education was viewed narrowly
as teaching facts of various subjects.
However, in spite of such materialistic views, the thinking of such humanists
like Rousseau, Henry Thoreau, Tolstoy and Maria Montessori kept the sense of
education alive. With the witness of the horrors of the First and Second World Wars
there was-a reawakening to the need of developing the humanistic side of education
at least among a few educationists. In.this context Maria Montessoris loud and
tireless reiteration on the need for educating for peace should be mentioned here
with respect and appreciation. At the beginning of the 21 st century today we are
only rediscovering her vision of peace education which she tried to tell the world
in the 1930s. For instance, she said in one of her public talks:
Those who want war prepare young people for war; but those, who want
peace have neglected young.children and adolescents so that they are un-
able to organize them for peace.
4 Learning the Wayof Peace
Her vision of education provides a meaningful sound basis for peace education.
She looked at education as a tool for building World Peace. To her peace is the
guiding principle of man and nature. Any attempt to deviate from the principle will
only bring about destruction. However it has never been investigated seriously so
far. Peace should be studied as a science identifying its direct and indirect complex
factors. She also observed that man had neglected to realize his inner sources of
energies. Mastery over the external world alone is inadequate in bringing about a
peaceful world. Peace is not only cessation of war. There are many positive qualities
in peace. She said that violence destroys the moral perception inherited in man.
She described her time as an era of insidious madness, which demanded man to
return to reason immediately. Like Rousseau, she believed that man is intrinsically
pure by nature. The childs natural innocence has to be preserved from being
sidetracked or spoilt by society. To her the child is the promise of mankind. The
child has real vision, a bright little flame of enlightenment that brings us a gift.
Constructive education for peace must aim to reform humanity so as to permit the
inner development of human personality and develop a more conscious vision of
the mission of mankind and the present conditions of social life. What we need
today is an education that is capable of saving mankind from the present predicament.
Such an education involves the spiritual development of man and the enhancement
of his value as an individual and prepares the young people to understand the time
in which they live. At school we must construct an environment in which children
can be actively engaged in learning.
Definition of Peace Education
Peace education is more effective and meaningful when it is adopted according
to the social and cultural context and the needs of a country. It should be enriched
by its cultural and spiritual values together with the universal human values. It
should also be globally relevant. Peace education could be defined in many ways.
There is no universally accepted definition as such. Here are some good definitions
from peace literature.
a Peace education is an attempt to respond to problems of conflict and
violence on scales ranging from the global and national to the local and
personal. It is about exploring ways qf creating more just and sustainable
futures - R.D. Laing (I 978)
l Peace education is holistic. It embraces the physical, emotional, intellectual,
and social growth of children within aframework deeply rooted in traditional
human values. It is based on philosophy that teaches love, compassion,
trust, fairness, co-operation and reverence for the human family and all ltfe
on our beautiful planet - Fran Schmidt and Alice Friedman (1988)
What is Peace Education? 5
l Peace education is skill building. It empowers children tojnd creative and

nondestructive ways to settle conflict and to live in harmony with themselves,
others, and their world ... ... Peace building is the task of every human being
and the challenge of the human family -Fran Schmidt and Alice Friedman
(1988)
The basic concepts embedded in the above definitions are that peace education
is a remedial measure to protect children from falling into the ways of violence
in society. It aims at the total development of the child. It tries to inculcate higher
human and social values in the mind of the child. In essence it attempts to develop
a set of behavioural skills necessary for peaceful living and peace-building from
which the whole of humanity will benefit.
In fact, two out of the four pillars of education suggested by the Dolor report,
namely learning to live together and learning to be, are related to peaceful living.
Naming such efforts as peace education is not always necessary. What matters is
integrating peaceful attitudes, values, and skills into the teaching and learning
process in school and makes it a part of the total curriculum. Certain countries and
institutes have it in the form of subjects such as Values Education, (Malaysia and
Philippines), Citizenship Education (U.S.A.). Education for Mutual Understanding
(Ireland) and Developmental Education (UNICEF).Apart from such subject names
it can be integrated into the formal curriculum and co-curriculum of schools.
Through applying peace education and creating a peace culture, it has been
observed that schools can have the following benefits (as reported by teachers and
principals who have used the peace approach in their schools in Sri Lanka. Source:
Education for Conflict Resolution Project. National Institute of Education. Sri
Lanka)
Schools can:
l Develop a more humanistic management approach.
l Improve human relations between, teacher-student, teacher-teacher,
student-student, etc.
l Help develop good attitudes in students and teachers as well, e.g.
co-operation, mutual respect.
l Help healthy emotional development in students.
l Facilitate socialization through participation in interactive and co-
operative learning activities
l Improve students discipline and moral behaviour.
l Develop creativity both in students and teachers.
l Improve standard of quality of teaching and learning.
A
It is interesting to mention here an evaluation done on affective learning

techniques by Robin Motz the teacher mentioned above as reported in the same
book (p. 168)
l Better learning of cognitive material.
l Heightened motivation and response to learning situations.
l Greater appreciation of self, nature, others, feelings, etc.
l Greater pupil responsibility
l A greatly reduced or diminished desire for drug use by some students and
for mind blowing by others:( to quote his words: A signzficant number
of students in the class had been experimenting with drugs or other methods
of escaping from their problems. Many used drugs in the attempt to find
a more meaningful reality to which they could relate. The use of affective
techniques in connection with conventional curriculum showed them another
and a better way to achieve normalcy with the same result. Many of them
discontinued the use of drugs. Other students, ready to drop out of society,
were able to find knowledge and experience that was relevant to them. In
general the use of affective techniques has resulted in behavioural change
on the part of students that has made them better students, better able to
relate to other human beings and has shown other teachers that motivation,
interest, awareness, learning and so on, can be increased tfstudents are
tuned in, 7
Concluding Thoughts
This chapter describes the conditions that make peace education obligatory in
our schools. Though it seems to be a recent development, it has been evolving even
before the 20th century. No education system is complete without some form of
component similar to peace education It may take such forms as moral, value or
citizenship, democratic or global education. The differentiating feature of peace
education is the focus it has on the problem of human violence. In short, peace
education can be defined as an educational response to the problem of human
violence. It has the following basic features: It aims at protecting childrens minds
from being imbued by violence in the society. It prepares them for building a
peaceful world by empowering them with necessary knowledge, attitudes, and
skills. It humanizes the child, teaching and learning, and school.
Schools can directly benefit by adopting peace education. There is ample
evidence to show that it improves the quality of teaching and learning, discipline,
and helps emotional development in children.
,-
What is Peace Education? 7
Things To Do
1. Identify and discuss the positive and negative impacts that globalization has
on your society. What measures need to be taken to curtail them? What
changes should be brought into education to face the present challenges?
2 What positive and negative comments do you hear from teachers and
parents about the present adolescents? Discuss.
3 The child is the promise of mankind. How do you understand Maria
Montessoris statement?
--I--
2
THE WAY OF PEACE

May the clouds give rain in proper time
And crops yield harvest
May the whole world be happy and hale
And rulers be righteous!
A Buddhist hymn
The word peace has a broad meaning. In fact, it is an umbrella term that covers
a wide range and shades of meanings. Therefore in order to make it a clear and
unambiguous base for any educational purpose, it has to be interpreted as something
that students can learn and change their ways of behaviour both as individuals and
groups for a better future. The outcome of such learning should be observed and
evaluated objectively.
To live in the true sense we need peace in every way. It provides the atmosphere,
space and nourishment essential to grow towards human perfection. However, we
have to frankly accept the fact that we still lack a great deal of understanding of
what peace really is. Hence there is considerable negligence and confusion in the
field. Practically people tend to define peace according to their dwn preferred
perspectives. Consider the following interpretations:
Economics: Peace is the eradication of poverty. It is the economic
wellbeingness of people.
Politics: Peace is the outcome of democracy. Peace results from good
governance.
Anti-military: Stop war and there is peace.
Law: Peace is law and order.
Social harmony: Resolve conflicts between diverse groups. Integrate such groups
together through fair distribution of justice.
Such definitions are useful in their own fields of work. But when they are taken
as the only peace then there is the tendency to ignore the other perspectives. All
the perspectives of peace contain the seed of peace. However, they are obviously
fragmentary in the sense they do not present the whole view. They are limited only
.- .
to a few concerned. Peace-building with such fragmentary perspectives is doomed

to fail. Take, for example, an economic development community project that
ignores human values and morals. The deterioration in the neglected aspect will
not allow the fulfilment of the economic wellbeingness. Peace-building is effective
when it is approached from all social and human perspectives. In other words,
peace-building should be approached holistically. It is a harmonious blend of
external factors as well as internal factors, individual factors as well as social
factors.
The word peace is mostly used in a narrow sense to mean absence of war.
Surely it is more than that. It should mean not only absence of war, but violence
in all forms such as conflict, threat to life, social degradation, discrimination,
oppression, exploitation, poverty, injustice and so on. Peace cannot be built as long
as violent social structures exist in society. Naturally such structures will lead
people to act violently. For instance, an unfair system of resource distribution in
a society leads to frustration of those who get less. Frustration leads people to
violence. Absence of all such obstructive and inconducive factors to a good life
can be called negative peace.
All the above perspectives imply that peace is an external phenomenon. There
is a perspective quite different to it, which holds that peace is an inner factor. It
says Peace is within you.
Peace could also be explained in positive terms as well. Presence of happiness,
health, content and good economy, social justice, and freedom for expression,
creativity and support for personal growth at all levels are elements of peace. It
could be named as positive peace. As mentioned above, peace may arise from
political, economic, legal and other social structures that lead people to live
righteously.
All ranges of shades of meanings of peace come easily under three basic
sources. They are inner peace, social peace and peace with nature. They could be
analysed further this way:
1. Inner Peace: For example, harmony and peace with oneself, good health,
and absence of inner conflicts, joy, sense of freedom, in-
sight, spiritual peace, feelings of kindness, compassion, and
content, appreciation of art.
2. Social Peace: For example, peace between man and man, (men and
women. as well!) harmony arising from human relation-
ships at all levels, conflict reconciliation and resolution, love,
friendship, unity, mutual understanding, acceptance, co-op-
eration, brotherhood, tolerance of differences, democracy,
community-building, human rights, morality.
, -,.- .._
_.-------
The WayofPeace 11
3. Peace with Nature: For example, harmony with natural environment and
mother earth.
Recognizing these sources of peace are important for they provide bases on
which peace can be built. Each source could be further analysed in detail so that
many more subcomponents can be identified. Whatever peace-building effort comes
under one or more of the above sources. Often some projects confine themselves
into a single source and neglect the others or even work against others. For instance
a community income-generating project may neglect the aspects of inner peace such
as moral or spiritual values of a particular community. Peace has to be viewed
holistically not fragmentarily as we said earlier. Total peace arises from working
- through all the sources. The above model could be diagrammed in the following
way:
Inner peace
Social peace C
Fig. 1 Sources of Peace Peace with nature
Generally we are used to view peace as an end, i.e. an end product. This view
tends to devaluate the process of building it. As we know the means contain the
end. Therefore it is more helpful to consider peace as both the process and the end.
To emphasize the process, and to be practical it is useful to define peace more
in action-oriented terms rather than in abstractions. An example for such a definition
is:
Peace is the behaviour that encourages harmony in the way people talk,
.I
listen, and interact with each othec and discourages actions to hurt, harm,
or destroy each other -Theresa M. Bey and Gwendolyn I: Turner (1995)
Concluding Thoughts
This chapter attempts at broadening your vision of peace through various
perspectives as well as looking at it as a whole. Approach to understand and build
is best when it is holistic. In developing educational programmes it is useful to
define peace in practical behavioural terms. Peace is both the process and the end.
Things To Do
1. Make a collection of inspiring quotations on peace from various sources
and identify the basic concepts and values underlying them.
2. How is peace viewed in your religion ? Search for references to peace in

your scriptures.
3. What kind of peace do you want to have in school?
4. Make a list of synonyms and phrases expressing the meaning of peace, e.g.
contentment, living in harmony.
5. Think of some peace-loving people you know and identify peaceful
characteristics you observe in them.
6. Give five outstanding characteristics of a peaceful society.
3
HOW TO DESIGN A PEACE EDUCATION

PROGRAMME FOR SCHOOLS
Where are we now?

And where do we want to go from here?
As we said earlier, the peace education programme in a school is basically a

character building intervention based on a human, civic, moral, and spiritual value
system with stress on developing peaceful living competencies in children. In fact
every good school has moral and values educational programmes in some or other
form. A peace education programme can incorporate all such good efforts. The
innovation should be evolutionary, i.e. building on the existing efforts rather than
to be revolutionary in trying to be different or go against them.
A single interested teacher can design a peace education programme for her
class. However, if it is to go beyond the classroom level interest, the support of
the principal is necessary. A principal who wants to introduce it to his school can
design a programme with the support of the staff. Here we discuss designing a
programme at the management level.
1. Identify Needs
Designing a programme begins with identifying the existing needs. Suppose
in your school you observe constant restlessness in students. This state of mind
is expressed through the forms of quarrelling, fighting, complaining, shouting and
other various disturbing forms of behaviour.
Suppose to aggravate the problem you begin to see that students are increasingly
getting into smoking. They seem to take a proud act of masculinity, a fashion they
have learnt from the mass media.
You are also not satisfied with the present attitudes and the mindset of the
adolescent students in the school. For example, they have little respect for others,
including teachers. The relationship with the teachers is getting distanced gradually.
Mutual respect is deteriorating even among themselves. You get complaints
increasingly about bullying. Students attitudes towards the country, culture and the
social problems are mostly negative. You wonder how they could ever be good
citizens and you want to change the way things go.
2. Decide Objectives
Given this as the state of arts, what needs do you identify here for a peace
education programme ? Such needs have to be stated in form of objectives. For
instance, from the above situation you can decide the following objectives:
l Reduce restlessness of students in the classroom and school.
l Implement strategies to prevent and reduce student conflicts.
l Develop an awareness project for students and parents on the harms of
smoking.
l Organize a counselling service to prevent students from smoking.
l IdentiQ preventive strategies that could be taken to stop smoking.
l Initiate a Values Education Programme with emphasis on developing respect
and concern for others, healthy patriotism, concern for the society and
citizenship
In deciding the objectives it is necessary to analyse the existing apparent

conditions. The problems you see on the surface may often be symptoms of deep
causes. For instance, in the above case one has to question what the causes for
student unrest are. If the actual root causes of the problem are not identified then
the superficial measures taken externally will not resolve them. In the above case
the deep causes might be that students true intellectual, social, and spiritual needs
are not addressed by the school. They may be discontented with the present teaching
process and lack of relationship with the teachers. A peace education programme
basically addresses the deep psychological causes of the seeming problems.
Such analyses of the causes are important in breaking the broad objectives into
specific objectives. For example, the first objective Reduce restlessness of students
in classroom and school might be broken into such specific objectives given
below:
p Improve the quality of teaching and learning process in the classrooms by
introducing new methods such as participatory learning, through staff
development and supervision programme.
3 Set a period at least once a week in the class to voice and express students
problems related to learning and other needs with the class teacher. Take
prompt action to address their problems and needs.
> Practise relaxation exercises, meditation or short energizing physical games
and activities when the teacher feels students are beginning to show restless
behaviour.
How to Design a Peace Education Programme for Scltools 15
Perhaps a teacher from a good school may not see such deficiencies and tends
to think that peace education is only for problem- schools but not for his school.
In fact starting from problems may not appeal to some. Instead one can start from
a positive approach and identify the necessary developments in children from the
existing situation. Strengthening the present positive attitudes and behaviour is
always necessary. Perhaps when the positive qualities develop the negative ones
may easily disappear. Even a best school needs to keep going all the good traditions
established there in. Introducing new traditions and attitudes are necessary all the
time. A school has to continuously work to strengthen and nourish the existing
school culture.
Levels of Needs
In identifying needs, your scope should be broader rather than being limited
to one level. There are four levels of needs, to be identified in designing a peace
education programme. They are
(1) Individual or self-development level
(2) School level
(3) National level and
(4) Global level.
There are many important self-development needs in children that are not
sufficiently addressed in the process of schooling. The mostly felt need is building
an effective, integrated personality in the child with positive self-esteem. To live
peacefully an individual has to have many skills. For instance, skills related to
afftrmation, positive thinking, empathetic listening and communication, assertive
behaviour, decision-making and critical thinking are very important (We have
discussed them at length in the earlier chapters). School should help children to
develop such skills so that they are empowered as individuals in the society..
At the school level, the predominant need is to have a peaceful climate, i.e.
a peace culture. When there is such culture, children will naturally absorb the spirit
of peace from it. There is a popular saying that peace has to be caught rather than
be taught. Initiating a peaceful culture in school should start from withiil the staff,
by developing attitudes and behaviour of appreciation, co-operation, belonging,
trust and spirit of learning. By way of developing a friendly and mutually respectful
teacher-pupil relationship a peace culture will bloom naturally in the school. To
ensure it, the school has to introduce a living system of peace values, norms and
practices into the daily life of the school. In this context it is necessary to change
the teacher-centred classroom approach to child-centred learning. When there is
active and participative learning in the classroom, using interesting teaching and
learning methods a friendly and lively atmosphere marked by creative expressions
of potentials and self-discipline will emerge naturally. Teachers have to identify

many effective strategies and practices that could transform the school into a place
of peace and harmony.
Taking the national level into consideration, a school has to focus on the current
citizenship education needs of the nation or the country. This aspect of citizenship
education is an integral part of peace education. Education is entrusted to produce
good and productive citizens to the nation. In this regard learning and understanding
the current socio-political and economic problems and issues is also important.
Students as future citizens need to develop healthy and realistic perspectives to view
their problems in the society.
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 in the present. Children have to develop a sensible worldview. The need
here in is to broaden the vision. With this objective in mind the school can select
current world issues to raise the global awareness in the students. Such issues may
be selected from the themes.
o Commonality and diversity of human cultures
0 Population
o Destruction of the ecosystem/pollution
o Gender issue
o Racism
o World poverty
o Problem of war/terrorism
o Trading relationship
o World cultures
o Animal rights/animals threatened by extinction
In designing a peace programme for the whole school, it is always necessary
to discuss with the members of staff to order and assure the validity and relevance.
Parents also can provide good insight. The existing values programmes need to be
studied analytically in order to find their strengths and weaknesses. Furthermore
a survey of the present curriculum has to be done to identify the given peace values
in it. What are the relevant values, concepts or issues that could be further included
to enrich it? Perhaps you can learn from the experiences of the existing good moral
or values education programmes in the neighbourhood schools as well. The intended
programme also needs to be checked by the students opinion. You can present the
basic programme to a sample of senior students in an easy to understand way and
get their views. By way of giving a checklist to a sample of students it could be
validated.
How to Design a Peace Education Programme for Schools 17
3. Prepare Plan of Action

A programme is a series of activities put in a time sequence frame in order
to achieve certain predetermined objectives. What are the activities that will bring
students towards the expected goals? They should be relevant to the achievement
of the specific objectives. The activities in a comprehensive peace education
programme come under six levels.
1. The staff development level.
(e.g school based teacher development, model lessons, reading)
2. School management level
(Preparation of peace education policies, supervision, evaluation, facilitation)
3. Formal subject teaching and learning level
(i.e.. Incorporation of peace values into lesson development)
4. Classroom management level.
(e.g. Classroom code of conduct)
5. Co-curricular school activity level
(e.g. Peace week, organizing lectures, peace committee )
6. Community level.
(e.g. Raising community awareness about the harm and negative effects of
smoking)
In the proceeding chapters more suggestions for activities are given. An action
plan should also be devised for responsible persons or groups who will implement
each activity. Delegating the responsibilities to suitable teachers is necessary.
4. Run the Programme
The most important phase of a programme is the implementation of activities.
As mentioned above, the activities are done during the delivery of the curriculum
classroom interactions, and in co-curricular projects within the school and thp
community.
5. Monitor the Activities
To assure oneself, it is necessary to remind, check the preparation, counsel, and
facilitate and supervise the implementation. It is necessary to check what has
happened and to what extent things have gone according to the plan. The monitoring
is necessary both at the administrative level and professional level. In a programme
of this nature mon.itoring usually takes the form of supportive and friendly supervision.
6. Evaluate
To evaluate is to judge the worth of a programme. It determines to what extent
it has been able to achieve the objectives. Evaluation is done in two phases, namely
during the implementation in order to correct and improve the process then and
there, and at the end of the programme to judge the effectiveness and to learn from
the experience with a view to enriching and planning the next cycle of the programme.
Evaluation is done on the basis of the objectives determined at the beginning
of the programme. The achievements of a peace education programme is not so
easy to measure as compared to other subjects like mathematics because of its
subjective nature of the learning experiences received. New insights and learning
gained during the experience surely have their impact on behaviour. However, such
affective learning needs to be related to new conducts expected. The emphasis and
establishment of new patterns of conduct and norms are necessary. For this purpose
every peace learning activity should follow a discussion on ways of applying what
was into an everyday behavioural pattern. Thereafter they need to be strengthened
by constant reinforcements. A proceeding chapter discusses further the methods
of evaluation of peace education.
Concluding Thoughts
A peace education programme can put together all the character-building efforts
of school into a single project with a view to ensure the effective implementation.
Here in the role of the principals leadership is crucial. The process of planning
the programme has identifying needs, deciding objectives, deciding activities,
implementation, monitoring and evaluation.
Things To Do
1. Conduct a peace education need identification survey in your school and
present it to the staff.
2. Study good peace practices in other schools in your education division.
3. Draw up a programme for your school.
C
WAYS OF INTEGRATING PEACE

INTO LESSONS
Peace remains hidden in the education literature,
rather than practised.
Stomfay-Stitz
To develop childrens peaceful living competencies, a school can work in a

number of ways. They come under the following seven major levels.[See the
Introduction, p.31
1. Subject coritext
2. Subject perspectives
3. Teaching methods
4. Co-curricular activities
5. Stqffdevelopment
6. Classroom management
7. School management
The approaches take the following model.
Integration of peace educaiion into school total curriculum
Subject content
Subject perspectives
) Teaching methods
, 4 I
1Total Curricululn 1-b Co-curricular activities
Classrooln manageme7$
School management
Staff developtnent
Model of integration ofpeace values into school curricuhm

This chapter focuses on the ways of integrating peace values at the subject
content level, teaching methods level and subject perspective level. Others levels
are discussed elsewhere here.
Subject Content
Since this handbook is for primary and secondary teachers, for conveniences
sake we name here six subjects broadly.
Language Social Science Religion Physical Ed. Arts

Studies
Language includes listening, speech, reading, writing, second language and

secondary literature.
Social Sciences may include geography, history and civics.
Religion may be Buddhism, Hinduism, Islam or Christianity. In certain countries
they have values or moral education in place of religion. Meditations and quotations
given here are generally acceptable to all religions. However, if you differ then you
can use similar activities or quotations most appropriate to your religion.
Science may include environmental studies, mathematics, physics, chemistry,
biology and botany.
Physical Education includes game and exercises.
Arts include drawing, dancing, and music.
Integration of Peace into Formal Subjects

1. Identifu peace values in the lesson
Here the word peace value is used rather loosely to mean all the concepts,
values, principles, attitudes, skills and practices related to peaceful living. The
guide for doing it takes the following four steps.
To begin with it is useful to understand the difference of the words we use here.
Here is a basic clarification.
An attitude is a persons positive or negative evaluation about a particular
object, behaviour, a person, a group of people, ideas, e.g.
l Smoking is bad
l Reading is a good habit.
A human value is an intrinsic positive human quality that enriches living, e.g.
0 Love
Waysof Integrating Peace into Lessons 21
l Kindness
0 Courage
A concept is a class of information (e.g. facts, images, attitudes, etc.) that we
group together on the basis of commonalities.
l Motherhood
0 Compassion
(Note: Values are also concepts in this sense.)
An instruction is an informed guide to action, e.g.
l Do not stay in the same place where you explode in anger
A principle is a basic general truth that guides right action, e.g.
l Hate is not caused by hate
l Frustration leads to anger.
An aspiration is a noble wish, e.g. May all beings be happy!
An ideal is a wishful standard of perfection that people have as goals to attain
through a course of action.
l A world without borders.
As a teacher your ability to identify a peace value in their different forms as

explained above is important. Many lessons have peace values in different forms.
Sometimes they are given directly. Sometimes they lie hidden or given indirectly.
In some other lessons you may not find any of such. However, on close scrutiny
you may realize that a certain peace value could be brought into the context as a
compliment to enrich the lessons. Of course there may be lessons completely
lacking in any peace value and also no peace values incorporated. Even then you
need not be disappointed, because in all the cases you can adopt peace education
approaches such as bringing in imagination, positive feelings and emotions and
interesting learning activities in relation to the lesson objectives. The thematic
model presented in this guide can help you to identify many values in the
texts.
However the stress on peace value should be in line with the lesson objectives
and also within the time constraint. Therefore teachers have to find brief but
effective methods of putting across values in the formal lessons.
Peace education introduces a holistic attitude to subject contents, methods of
teaching and learning, including classroom management. Peace is said to be both
the end and process. Here we present a brief guide to adopt peace education into
the process of teaching and learning in the classroom.
A
2. Infuse peace concepts, attitudes, values andprinciples appropriate and relevant

to the lessons.
Once you identify a value in a lesson or bring in a complimentary value it has
to be done in a manner so that it gets characterized in children. For this purpose,
a teacher needs to analyse and identify the basic components of a value. A value
has three basic components. They are: the cognitive or knowledge component, the
affective component and the behavioural component.
Cognitive
(Knowledge)
Affective
(Feelings, emotions
and attitudes)
Behavioural
(Skills, practices)
The three components in a value
To illustrate let us analyse the value Co-operation and identify the components.
Cognitive Definition, ways and levels of co-operation, its benefits.
Affective Feelings of sharing, and solidarity. Our past experience
IBehavioural Skills, practices and exercises

I
Analysis of the Value Co-operation
The ability to analyse values is necessary. A teacher has to provide the knowledge
base and build the concept atfirst. Secondly, she has to awaken the feelings related
to the value by recalling p&t good experiences, telling stories, etc and develop
positive attitudes towards the value. Finally, behavioural skills are built through
practices.
In the pages above we discussed the way of doing it. Say, for example, that
there is a lesson about a traditional village. In developing the lesson, you can bring
in the value of co-operative living and discuss various social co-operation practices
that exist in traditional village:.
-I ._---,- _.__.
Teaching Methods
3. Bring in positive feelings and emotions to make the lesson lively,
interesting and appealing.
Example: Awaken the sense of curiosity, wonder, awe, beauty and joy into the
process of teaching and learning.
4. Present the lesson from a humanistic andpeacefulperspective.
An example:
The French Revolution: Explain the socio-economic background to the revolution
from a human perspective. Help children to understand that people tend to be
aggressive under the deprivation of basic needs. Discuss how people experience
poverty materially, socially and psychologically. How does deprivation lead to
pervasive behaviour? Help students to,look at the issue with compassion. But can
we justify. taking violence away to change society? What are the non-violent ways,
which we can use to bring justice, equality, liberty and human rights?
In case of teaching history, as we discussed above, avoid arousing hatred in
students against the oppressors, invaders and villains. Rather broaden the vision
to understand the socio-economic and political conditions that lead to the emergence
of such personalities. Discuss the lessons we can leai-n from this human experience.
Explore the nature of human violence and its limitations.
5. Guide to self-development
Every lesson may have certain clues that inspire the self-development of the
learner. Teachers can highlight and make use of them. Providing vision, insight,
action guide, exercises in consciousness expansion and helping to understand ones
potentials could facilitate self-development. Discovering ones own identity forms
-
the ground for self-development. Especially lessons on the biographies of great
personalities provide rich sources of inspiration of character-building, a part of self-
development.
6. Help children to build a peaceful vision
Adolescents are naturally inclined to have a good vision or philosophy of life
and society that will help to guide their action. This inclination arises from the
newly attained. capacity for abstract thinking in the process of growth. In their
enthusiasm to lay the foundation for a successful future life, they search for a good
philosophy of life. A good school curriculum should recognize this intellectual need
of the youth and provide such life guiding philosophy. In this connection a teacher
has to investigate the possibility of including such vision into the formal lesson.
Youth want to inquire:
l What is the purpose of life?

l How to live a happy life?
l How to build a successful life?
l What is true love?
l What are the natures of inner drives such as sex?
What is really needed here is not an answer from an outside authority, but
encouragement, and guidance to inquiry and freedom. Imposing adults views set
limitations to their thinking and therefore such efforts are harmful. An open
atmosphere to raise questions, doubts and express views is necessary for this
purpose. (See Critical Thinking)
7. Awaken students spirit of creativity and imagination.
The traditional teacher-dominant approach in the classroom suppresses childrens
spirit of creativity and freedom. It promotes single track thinking in line with the
teachers ideas. On the other hand, child-centred learning promotes an open
atmosphere for creative and divergent thinking. Open inquiry, alternative perspectives,
and free generation of ideas are encouraged through various activities.
8. Awaken the spirituality, wisdom and intuition deep within.
Spirituality is the pure essence in human beings that seeks to fulfil itself through
communion with the creative energy in the universe. All religions originate from
the spirituality in man. This essence in its attempt to come in touch with the creative
energy motivates man to reach the highest consciousness and even go beyond it.
All the human values arise from spirituality. In fact, human values are different
forms of expression of the spirituality within us.
Wisdom is the intelligence of spirituality. In other words, it can be explained
as the perception of spirituality. Awakening of wisdom is the highest attainment
in human development. It is also described as enlightenment, the highest aspiration
of life and education.
Intuition is the instant eruption of an idea or solution to a problem without the
involvement of any conscious reasoning process. This happens as a result of the
working of the subconscious mind in searching for the idea or solution. Intuition,
as a flash of a creative idea, comes from a process of preparation, incubation, and
illumination. At the preparation stage you collect information, sort it out and
explore possibilities through the conscious mind. During the incubation stage the
search goes down to the subconscious level. The subconscious then starts the
process of analysing and synthesizing. Illumination is the instant discovery of an
idea or solution often in an unexpected moment. Illumination is usually followed
by verification where you try to test it with reality and form a course of action
accordingly.
9. Make learning joyful

Learning in the classroom should be necessary, happy and joyful for several
reasons. It helps to develop positive attitudes to learning. Secondly, such learning
is easily retained in the memory. Thirdly, it helps emotional development in children.
It also builds a happy classroom climate. To make learning joyful:
l Present the lesson in clear language, easy to understand and in right sequence.
l Have a thought provoking and catchy introduction.
l Keep the attention intact.
l Ensure that the attention does not flag through use of examples, humour,
stories.
l Question problem-solving and use of audio-visual aids.
l Make children participate in learning through involving them in interesting
an4 challenging learning activities.
l Use aesthetic activities like singing, listening to recorded songs and
programmes.
l Use role-plays, simulations and instant drama.
l Give creative and interesting exercises in place of monotonous and dry
traditional exercises and assignment.
10. Build a friendly nmi co-operative climate in the classroom.
A conducive social climate emerges in a classroom basically through right
interaction between teacher-pupil and pupil-pupil. Mutual respect, courtesy and
kindness, immensely contribute to climate-building.
A co-operative relationship also helps to create a positive social climate in that
- it discourages individualistic and self-centred behaviour in the classroom. Mutual
appreciation helps to elicit the best in students. Organizing such events as birthday
celebrations, get-together parties, singing, short excursions and other socializing
activities are also effective in climate-building.
As the second part of our exercise here we are going to analyse a few core
curricular subjects in the light of peace education and find out ways of presenting
them in the classroom.
Subject Perspective Level
Art
Art can be used effectively to build peace vision ard attitudes in children. Its
strength lies in the affective component it inherits. Art is a very powerful medium
of peace, which can be explored endlessly. Here are a few examples.
Select topics in the Arts-drawing, drama, singing, ballet, creative activities-

that focuses on concepts related to peace-building and self-development, e.g.
l My dream of a peaceful world
l Hatred can be ceased by love.
l Health hazard of smoking
0 Plant a tree.
l Power of positive thinking
l Fears in me
l Beauty of nature
Through the art class the school can organize art exhibitions, street drama,
produce posters, radio programmes and multicultural performances with a view to
propagating peace messages to the community.
Language
Language as a subject offers exciting possibilities of using a variety of creative
activities in learning it. Integrating such activities makes learning language alive
and interesting. Among the creative activities are:
l Role-play
l Ilistant drama
0 Stimulation
l Fantasy/imagination trips
0 Creative writing, e.g. writing letters to imaginary people,
l Co-operative story making
l Writing books, e.g. my life story, my family,
Such activities increase participation, stimulate and bring in the affective domain
into learning.
Appreciation and enjoyment of literature helps the emotional development of
children. Literature is also creative and stimulates imagination. Stories are every
effective tools in language teaching. Many childrens stories convey deep human
messages through symbolic means. Such messages could be discovered in
appreciation sessions. The capabilities of the language as a subject can be extensively
explored in inculcating peace values in children.
History
History when viewed as the evolution of civilization and the story of mans
progress through time is an interesting subject. It could be presented either through
a narrow or broad perspective. A narrow perspective presents the events in isolation
and single track often biased ethically, religiously or nationally. It overlooks the
other sides of the stories. Such learning leads to closed thinking and biased views.
On the contrary, the broad perspective presents the events in relation to the social,
political, ideological and economic forces and the background prevailing during
the particular period concerned. It encourages understanding history from alternative
views and brings into light new perspectives. History is an interpretation of the
series of recorded events in the past in an attempt to enlighten our present issues.
In other words, through history we try to understand where we are now and where
should we go from here.
The right approach to teaching history can build peace through the opportunities
it provides to understand and appreciate other cultures, religions and to realize the
strengths as well as weaknesses of man. It helps us to understand the nature of the
oppressions, exploitations, invasions and destructions committed by our ancestors
against humanity. For instance, how destructive a war can be and how power can
blind men. Reading history, which is mostly the story of mans greed and aggression
provides insights into the natural human psyche and the need to change it in order
to ensure the survival and advancement of mankind. It turns our attention inward
to see how the old psyche is still in operation with its roots in the primitive and
medieval mentality seeking for security in ethnic centredness, religious
fundamentalism, power craziness, selfishness, and aggression.
Unfortunately even in many school textbooks history is presented from a single
side. Take for example, how Hitler and his Nazi campaign are presented. The
writers have been unconsciously led to present Hitler as a hero. History is not only
the story of war. It is also the story of peace. But very little attention has been given
to portray the peace side of the history. To illustrate the point, let us again go back
to Hitlers Nazi campaigning. He massacred nearly 6 million Jews systematically
in his mania to preserve the pure German race. A child may wonder during the
history lesson what the civilized world did to stop it. And consequently he may
learn that the civilized way to respond to oppression and violence is to be passively
silent about it. This wrong learning takes place, due to the negligence of giving
the peace side of the story. In fact the civilized world protested against the massacre
of Jews. Some people in other countries worked dedicatedly to create pressure to
stop it, in their own ways. There were even Germans who attempted at protesting.
Some Jews in the concentration camps bravely stood in their moral strength and
died honourably as heroes at the hands of the Nazi, soldiers. But the history writers
grossly neglect that side of the story. They also do not tell us about the feelings
of the oppressed people.
History, as a subject can also be used to practice peace skills related to various
core values such as positive perception, empathy, alternative vision, critical thinking
and responsible decision-making. Using such methods as role-plays, group

discussions, drawing and debates makes learning history lively and interesting.
Religious Education
Religion as a subject in the school curriculum can distinctively contribute to
peace-building. Every religion has peace as the central value. However there is a
growing criticism that the present popular form of religious education is narrow,
divisive and fundamental. Realizing the inappropriateness of such an approach in
todays world many countries are increasingly adopting a broader perspective that
attempts at unifying mankind through inter-religious understanding. A good religious
teacher adopts the broad perspective approach in such ways as given below.
1. Adopt a child-centred approach to teaching religion. Begin with childrens
experience of living.
2. Identify the spiritual needs of children in their respective development stage
and cater to them in your lesson.
3. Encourage religious inquiry, discussion, self-discovery, adopt actively or
experience base, in place of teaching domination lecturing, advocacy and
patronizing methods.
4. Absence from looking down on other faiths. Instead, develop friendly,
tolerant and respectful attitudes towards them.
5. Use creative methods to promote religious living practice.
6. Highlight the need for right action in moral situations, under the temptation
of self.
7. Use stories for the country religion message.
8. Discuss in depth human issues such as purpose of living, nature of suffering,
death and ignorance. In such a discussion, bring in the perspective of the
other world faiths in such a manner to help broadening of vision.
9. Use meditation constantly in your lesion to awaken spirituality.
Mathematics
Mathematics in traditional curricula is presented as an isolated subject that has
no relation with the social reality. However this subject could be related to peace
education in several ways. Such relation to the real world will surely make it more
meaningful to students. Mathematics can use more concrete activities, assignments
and exercises related to reality in order to raise awareness on national and global
issues affecting mankind. For instance, the secondary mathematics can include
calculations of percentages and ratio of population growth, infant mortality, adult
literacy, unemployment, life expectancy, etc. Obviously engagement in such
calculations will broaden childrens social view. Teachers can design many interesting
and meaningful exercises based on figures in population growth, education, health,

and economic development. For assignments and exercises students can engage
in statistical surveys using such calculations.
Mathematics also provides an opportunity for cultural understanding through
studying different mathematical systems in the world and the contributions made
in different cultures. Basics in astronomical mathematics can provide insights into
the ways the universe operates.
Social Studies
The purpose of social studies is to broaden the childrens view and the vision
of human society in order to qualify them to be good citizens. The subject is
developed through a multidisciplinary approach, consisting of geography, history,
anthropology, sociology, economics and political science. However, the richness
of these disciplines are rarely seen in the curricula of social studies syllabi in many
developing countries. Many of them are overloaded with geography or history
ignoring issues coming under the other disciplines. In the academic world today
there is a tendency of ignoring the human touch in social sciences. Some critics
call it dehumanization of social science. It is clear that many social scientists treat
people as objects, members of groups and mere sources of information. This
purposeful negligence is considered as academic discipline! Another danger arising
from the present form of social science is the fragmented views they produce on
complex social issues. Curriculum developers have to be aware of these dehumanizing
trends in science, including social studies.
The importance of social studies lies on the ground it forms to discuss issues
affecting the globe. Many important themes like democracy, citizenship, human
rights, child rights, social justice and problems of underdevelopment could be
A discussed on that ground. Students come to know major current issues of their
society and of the world, such as international conflicts, environmental problems,
and advancements of science through it. Various projects can be designed under
this subject related to peace building. Examples:
l Weekly presentation of global news in morning assembly.
l Publishing a handwritten or printed magazine/ wall paper on current issues
related to the subject.
l Visiting historical/ archaeological/ geographical sites.
l Organizing exhibitions on world heritage and other important themes.
l Conduct community surveys/studies on themes related to developmental
issues.
l Organizing school and public seminars/lectures/discussions on current social
issues.
l Organizing campaigns to raise awareness on issues affecting the people and

environment.
l Viewing video and film shows on related issues.
Science Education
As all other subjects in the school curriculum, science also takes the narrow
view of the world in its preference to be fragmentary as the tradition insists. Leaving
aside the subject content matters here, let us focus on the hidden curriculum of
science education in schools. The hidden curriculum is communicated to students
primarily through the manner of presentation of the subject and the teachers
general attitudes exhibited in teaching. It has been observed that the following types
of attitudes about science are suggested to learners:
> Science is pure knowledge that has nothing to do with human or social
issues. It has little or no relation with other subjects.
& Science is the only true knowledge. It is fixed and therefore no one can do
anything about it.
> Science does not recognize human values or inner knowledge.
p Learning science is mostly accumulation of the given subject matter.
g If anything is found to be immeasurable ignore it.
These kinds of impressions may be unintended. In fact they come from the
outdated model of the image that science teachers happen to have, especially in
developing countries. The writer remembers that once a school student in Grade
10 said that only the West could produce scientific knowledge. These are the typical
attitudes that neo-imperialism wants to produce in developing countries! Teachers
in developing countries still view science in the model of the Newtonian mechanistic
paradigm, which has been abandoned in the West over at least three decades ago.
It is replaced by the quantum mechanics paradigm. Promoting the Newtonian
attitudes in science in the world of today, is really misleading. For a moment
consider the following implications of the old paradigm of science:
. Environmental pollution is justified by production.(As seen in developed
countries)
. Natural resources exist only to be exploited by man for the benefit of man.
n Animals are there for the use of man. They have no natural rights. (Consider:
9 million animals have been killed for scientific experiments in 1980 alone)
. Happiness of man depends on consumption.
In the light of the above analysis, it is evident that the school science curriculum
has to be reconsidered on the following perspectives.
l Make science a friendly subject.
..^__-_..- -... -.
%+v of Integrating Peace into Lessons 31
l Show that science is concerned with the needs and interest of mankind and
human welfare.
l Convey the insight that the whole universe is interlinked and interdependent.
l Science is not the only true knowledge.
0 Life in every form is precious. Science respects life.
l Science is not above morality. It is responsible for the welfare of mankind.
Abusing science against such laws is wrong.
l Scientific knowledge is ever evolving and everybody interested can participate
and contribute to the advancement of science.
Here it is worthy of mentioning what the physicist Victor Weisskopf said about
-- scientific thinking. He observed:
Human existence depends upon compassion, and curiosity leading to
knowledge, but curiosity and knowledge without compassion is inhuman,
and compassion without curiosity and knowledge is ineffectual.
Concluding Thoughts
The chapter describes ways of integrating peace values into the formal teaching
and learning process in the classroom. For this a teacher should also be able to
identify peace values occurring in the lessons in various forms. Some lessons have
peace values. Bringing in relevant values could often complement those lessons
lacking in peace values.
Peace education attempts not only to infuse peace values into lessons but also
to adopt peace approaches into the teaching and learning process in the classroom.
The chapter describes those approaches. Apart from character-building, the whole
approach improves the quality of learning.
C
Things To Do
1. Turn to a lessen in a subject textbook and trace the peace values in it. If
such values are not seen, what appropriate values could be brought in?
2. Select a peace value, e.g. respect for human dignity, justice, long vision,
forgiveness. Analyse it and identify the cognitive, affective and behavioural
constituents.
3. Spirituality is the pure essence in a human being that seeks to fulfil itself
through communion with the creative energy in the universe. How do you
understand the above statement? Discuss. Search for other definitions of
spirituality. How do you define it?
4. Share with your colleagues one of your most self-satisfying experiences in
your teaching career. Why do you value that particular experience? Listen
to your colleagues experience. as well.
- __--.-
5
PRACTICES THAT MAKE SCHOOL
A PLACE OF PEACE
To supplement the work in classrooms, a school can implement
many useful peace education @actices, at various levels.
This character explores such practices.
1. Developing codes of conduct for classes

Classroom codes of conduct can improve students discipline and promote
school culture conducive to childrens moral growth. Developing a code of conduct
follows the procedure given below.
1. Discusses with the students the need of having a code of conduct for the class,
and get their consent.
2. Group the class and request each group to prepare the code, according to their
own needs. It should be able to guide students behaviour in the classroom and
schools.
3. When the groups have completed their drafts they present them to the class.
Following each presentation a short discussion is held to get feedback in order
&A* to improve them.
9I 4. Appoint a committee to prepare the final draft from the drafts submitted by the
groups. Once they have prepared it the teacher can refine it through editing.
The code should be simple and brief.
5. Let the committee present the draft and get the consent of the class. Display
the code of conduct in the classroom.
6. Once a week, say, every Friday the teacher should conduct a progress review
of the conduct in the class.
2. Developing a school discipline guide
School discipline guide is a policy like document that recommends standard
conduct for the students in school. It is a detailed research paper like document
that proposes standard conducts in various conflicting situations arising in school.
A team of teachers, appointed by the principal, develops the document. They do
a close study of the factors leading to problem behaviour. They interview teachers,
student prefects, students and parents and study the past school records of the
disciplinary actions. They look into the causes, trends, backgrounds, and situations
leading to the problem behaviour of students and also to positive behaviour.
Then the team analyses and recommends action at various levels of the school.
The document brings into focus the responsibilities of all levels of the school
community, beginning with the class teacher developing and maintaining discipline
in school. It recommends actions to parents as well. More importantly, it gives clear
guidance to students on right behaviour in various situations, e.g.
a What to do when a teacher is absent in a period?
l What to do when you find something valuable within the schoolyard?
l How to behave in the playground?
Code of conduct developed from the guide could be exhibited in appropriate
places such as the school corridor, science lab, playground, etc. The recommendations
and standards given in the document legitimize good conduct. Based on the guide,
the principal assigns duties and responsibilities to class teachers, subject teachers,
divisional heads, deputy principal, management committee and parents. However
the guide should be positive and user-friendly in its approach. Mostly it is a
visionary guide from which codes of conduct could be drawn at all levels.
In the preparation of the guide all levels of the school community should
participate so that all of them feel responsible and remain faithful to it.
3. Practices for developing self-esteem
Peace education stresses the need of improving childrens self-esteem in school.
The school has to find many creative strategies and practices at all the levels for
it. In the attempt the school can implement various methods of identifying students
potentials and promoting them further through various methods of rewarding,
encouraging, guiding and facilitating. For instance: i
l Selecting the best students, weekly, termly and annually (The school
announces the areas of selection, e.g. academic performance, special talents
in art, drama, music, leadership, problem-solving, helping behaviour,) This
can take interesting forms such as selecting the school scientist, engineer,
mathematician, artist, actor, orators, etc. Selections can be done through
exhibitions, competitions, classroom evaluations and so on.
l Awarding badges, certificates, and prizes,
l Arranging special occasions for display of talents
l Recognition in the morning assembly.
Practices That Make School a Place of Peace 35
4. Using special activities and exercises for developing peaceful competencies

These type of activities have been discussed at length in the previous chapter,
they need no elaboration here. One of the indicators of the school practising peace
education is the constant use of active and participative learning methods in lessons.
There is a wide range of learning activities available to teachers to suit all age levels
of students. These activities may be used for
Making learning interesting and happy/ Increasing motivation
Energizing
Improving co-operation in the classroom/ team-building
Improving critical thinking and problem-solving capacities.
Improving social skills such as in communication, and assertive behaviour/
socializing students
0 Expanding consciousness/ experience inner peace.
0 Releasing stress of boredom, monotony and learning
0 Evaluating learning
5. Moral instruction for the day
Starting the day with a moral or spiritual thought provides inspiration, This can
be done at the school level in the morning assembly by giving a short talk on a
topic related to character building. Both the teachers and students can deliver such
talks. Alternatives such as listening to recorded songs and short talks; reading from
literature could be used for change.
A simple practice at the classroom level: Start the day by putting up a motto
on the wall in front of the class. Discuss briefly the message in it. This daily activity
could be assigned to students as well.
6. School /classroom wallpaper
A wallpaper in a class or school, is useful in many ways. It can provide currently
important news and other information to students. They can improve their skill in
creative writing, by contributing essays, short stories and articles to it. The paper
could be produced in many different and interesting ways such as on themes, on
subject bases and so on. As a policy, the paper can take peace as the central concept.
An appointed committee can work as the editors board.
7. Displaying peace mottos
Having peace mottos displayed in the school plant, classrooms, corridors, and
garden acclimatize children to peace attitudes and values. Gradually they begin to
appreciate such life guiding moral sayings. They may remember such sayings
throughout their lives. The school hall can be given names of values, e.g. Hall of
36 Learning the Wayqf Peace
Compassion, Hall of Joy. Constant exposure to peace thoughts helps internalize

such values.
8. Peace day/ week
The school can organize peace days or weeks with a view to raising awareness
on peace. Select a currently significant theme and draw a programme for the day
or week. Themes on environment, social justice, inner peace, non-violence, human
rights and problems of globalization will be useful to students. Seminars, lectures,
discussions, art exhibitions, debates and drama can be organized under the selected
theme. Such a programme should have a community peace-building activity so that
it has a practical value.
9. Appointing class mediators
A class mediator or peacemaker is a student who is appointed to resolve
conflicts in the class. Conflicts are referred to him or he will mediate when
necessary in the conflicts arising in the class. This makes them understand that
students in the class bear the responsibility to resolve their conflicts At the same
time students appointed as mediators will improve skills in conflict resolution. In
mixed schools a class may have two peacemakers, a girl and a boy.
The selections should be made by the consensus of the whole class. By rotating
the position monthly or quarterly more students get the opportunity to practise
conflict resolution. However on the appointment, they need to be given a basic
training in it. Awarding a special badge is necessary for the formal recognition of
the position.
However the peacemaker should be a friend of a class rather than a formal
leader. The conflict is referred to the class teacher only if the collegial mediations
fail. In addition to the role of mediators, they can also act as peer counsellors to
those colleagues, who have varied problems. Children need a supporter who will
listen to their problems and with whom they can discuss them in confidence. The
peacemakers performance will depend upon the kind of training given to them by
the school. Therefore the school has to give effective training.
10. Appointing a peace committee
The peacemakers in the school could form a committee, which can draw,
organize and run peace programmes for the whole school. For instance, they can
organize the peace week for the school. This is a good means of handing over the
responsibility of peace work to the students themselves.
11. The morning assembly
Morning assembly provides a good stage for developing peace vision and
attitudes in the school community. Given below are some ideas to enrich it.
Practices That Make School a Place of Peace 37
0 Presenting a days peace thought [by students or teachers].

0 Reading a portion from world literature that appeals to noble thought.
0 Listening to a peace song.
0 Presentation of world news of the week.
0 A drama with a moral lesson.
0 A short meditation session.
0 A guest speech.
0 A recorded radio programme/ or a programme produced by students.
0 A session of devotional songs.
- 0 Presentation of life stories of great men and women.
12. School link programmes
Children need a lot of socializing experiences. School linking programmes
provide opportunities for them to meet, build friendships, share and get together
with other school students. These programmes can be organized at school level,
grade level, interest group level and student club level. On such occasions children
can organize various educational, cultural, environmental, and community
developmental activities.
h
6
PEACE TEACHER - PEACE METHODS
Students gathered around the teacher as usual in the morning

_-
under the tree to hear the days sermon. Then a bird came to the
tree and sat on a branch. It sang a beautiful song. At the end the
teacher said: The sermon for today is ovel:
Understanding the Concept

Unlike academic subjects, peace education is as dependent on the person as
the teacher is. Children learn peaceful behaviour more from the ways a teacher
speaks, responds to challenges, and looks at issues, than what he teaches. Obviously
an unpeaceful teacher cannot teach peace, because his behaviour contradicts what
he teaches. This chapter explores the characteristics of a peace teacher along with
his approaches to teaching and learning in the classroom.
Attitudes and values are difficult to teach. Teaching them tends to create
resistance in learners, because such inculcation itself is experienced as an imposition.
Carl Roger (1961) rightly says in this regard,
I It seems to me that anything that can be taught to another is relatively

inconsequential and has little or no significant influence on behaviour:
. ...... Hence I huve to feel that outcomes of teaching are either unimportant
or hur@A @.267)
Teacher-centred and subject-centred approaches are ineffective in peace
education. The most effective approach would be child-centred education. In fact,
child-centred education is a natural extension of the notion of child rights into the
classroom and school.
It is built on the following principles:
l Acceptance of the childs rights to the freedom of expression, obtain
information and make opinion.
l Acceptance of the right to childhood.
l The child is the agent of his own learning.
40 Learning tke JVayof Peace
0 Each child is unique in his complex of capacities, aptitudes, interest and

experience. Therefore a general approach and treatment in the classroom
is unfair and less helpful.
0 Education should foster the development of the individual in the child.
0 Education is not mere preparation of the child for an adult life in future.
The child has a right to enjoy a child [Every age, every stage in life has
perfection, a ripeness in its own. Rousseau]
0 Subject fragmented curriculum distorts the perception of wholeness. Adoption
of integrated school curriculum is helpful to whole child development.
0 Children need life education as well.
0 Lifelong education should be encouraged from the primary stage.
0 Learning to learn is the foundation of child-centred education.
0 Learning by doing [experiential learning] is most effective.
0 Learning needs to be related to self.
Understanding Childrens Needs

Basic Human Needs
Abraham Maslow (1960) identified five basic human needs. They are:
1. Physiological Needs: e.g. food, clothing, rest, health, exercise, clean
environment
2. Security Needs : e.g. social security, freedom from threat, etc.
. 3. Love or Acceptance Needs: e.g. understanding, tolerance, support, friendship,
warmth, good relationships.
4. Se~f~esteen~needs: e.g. positive evaluation being respected.
5. Se!f-ac/trcrli,7alion: e.g. developing word perfection. Discovering the ultimate
meaning of life. Peak experiences are ultimate achievement.
According to the theory, the locus of a persons attention starts from physical
needs and rise to higher needs. The three basic levels implied here are physiological,
social and self. Though these needs were found in adults, they are visible in children
as well..
Childrens needs
E. Wallet (1974) attempted to identify childrens needs, basically following the
above model. He postulates six needs in children.
1. Physiological needs: e.g. food, clothing. house, health.
2. Love and attention: e.g. encouragement, proxies, physical touch and warmth,
support.
.--.PmII ..--. _..__

Peace Teacher - Peace Methods 41
3. Creative expression: e.g. development of the capacities of sense, creative

self-expression, joy, exploring new ways of self-expression.
4. Achievement of cognitive skills: e.g. learning to know.
5. Social skills: e.g. acceptance by peers, interaction with others and need to
be related to others.
The need to be a person
Carl Rogers stresses that there is an intrinsic need in us to be an authentic
person. The basic quests that constantly arises from our inner depth are:
- Who am I?
- How can I know myself?
- How I can be my true self
- Am I living at present in such a way as to express my true self!
- Am I living in the most self-satisfying way?
Carl Rogers postulates the negligence to be the true self, creates frustration
leading to psychological conflicts.
In the child-centred approach, the teacher is more active at the preparation stage
of the lessons than the delivery stage. He has to select appropriate learning activities.
In being a facilitator the teacher:
- identifies, meaningful and relevant learning activities through which the
lesson could be built and delivered effectively.
- encourages children to discover concepts and approaches through the use
of creative methods such as brainstorming. and problem-solving
- builds a conducive atmosphere in the classroom where students can openly
-
express their opinions, attitudes, assumptions and judgements.
- prefers short verbal presentations.
- encourages students to look at issues from various view points, leading to
divergent thinking.
- builds the summary of the lesson as key points, and concepts on the board.
- directs students to various activities such as reference to sources in order
to gather information.
- helps students to organize information into knowledge.
Experiential Learning
The basic approach adopted in child-centred education is the experiential
learning method, popularly known as learning by doing or activity-based learning.
42 Learning the %y of Peace
For this the teacher has to select suitable activities relevant to the subject
content. Through these activities children discover knowledge for themselves.
Experiential learning is effective in learning concepts, values and attitudes. Peace
education uses this approach as a basic method.
It is useful here to discuss how to present and conduct learning activities in
a class.
A learning activity means here a learning experience provided to students to
discover certain concepts, generalizations, values and attitudes relevant to the
lesson concerned.. A good learning activity has the following characteristics.
- It is a game like interesting activity.
- It is well structured.
- It provides a meaningful learning experience.
- It is appropriate to the level of the learners.
- It is challenging.
- It inspires self-development.
Teachers Roles as a Facilitator
In the child-centred method the teacher plays a number of roles, as a facilitator.
As a planner, the teacher sets goals and selects most appropriate learning activities.
As an initiator of learning he creates interest and introduces activities. He builds
a conducive climate for the lesson. He guides the process towards the goals by
directing, supporting, bringing in the missing points, and helping individual learners.
He mediates between groups or individuals when they are stuck with problems.
At the end of the activity the teacher organizes their knowledge through discussion.
Finally he evaluates how far the goals have been achieved.
7. Evaluator 1. Planner
\ /
G.Organizer of
Knowledge
-2. Initiator
5. Mediator I 3 .Climate Builder
4. Guide/Prompter/
Catalyst
Teacher b Roles ns a Facilitator

Experiential Learning
Learning from experience is most natural to us. But that does not mean we learn
from every experience. To learn from experience you have to reflect and inquire
as to incident. For instance, you have to ask yourself: What happened? What can
I learn from it? This means that learning from experience demands reflection,
conceptualization and generalization and application to new situations. (After Kolb
1984) The model could be presented in the following manner:
1.Concrete Experience
@ a
4. Application 2. Reflection
Q 8
3. Conceptualization
and
Generalization
Experiential Learning Cycle
Following the learning cycle above, the teacher provides an activity relevant
to the lesson. Students individually or in pairs or in groups may do it. The outcome
of the activity is not revealed ahead allowing the students to discover it by themselves..
On the completion of the activity the groups are convened to class, where they
reflect on the activity. The teacher facilitates reflection by asking them:
1. What did you do? (To remind the type of activity)
2. How did you proceed? (To remind the sequence)
3. How did you feel? What did you find out? What do you think? (To get
involved in discussion/ sharing)
Discussion proceeds from reflection to conceptualization and then to
generalization.
During this discussion students identify and build concepts, arrive at conclusions
from their findings. They also investigate application of the findings to practical
situations in daily life.
TYPES OF PEACE LEARNING ACTIVITIES
Grouping
Activities are structured to be carried out individually, in pairs, triads, small
groups, large groups or whole class.
---
Physical arrangement
Some activities can be carried out within the class, with no special arrangement.
However, many activities need space to move around and work in groups, in sitting
or standing positions. In carrying out certain play like activities, the most convenient
arrangement would be to sit in a large circle facing inside making a large space
in the centre. Sitting in a circle creates a participatory climate. When you find no
hall facilities inside the school, you can take the class out.
1. Debating
Debate is a curiosity provoking activity that leads learners to find information
on a particular social, political or ethical issue under study, e.g. should we abolish
capital punishment?
Debate promotes students critical and logical thinking. It also helps to improve
skills in public speaking and presentation. A debate need not always be organized
elegantly. It can be used as a brief activity during a lesson at the classroom. For
instance, you can have an instant and short debate on a controversial issue related
to the lesson. Divide the class in the two sides of the controversy. One student can
speak for or against for 3 minutes only or present only one argument. A judgement
is not necessary. Such debates help extensive exploration into the issue under
discussion.
2. Colloquy
Colloquy is a formal discussion. As a part of lessons colloquies are useful in
developing perception, awareness, and in-depth exploration. The participants in a
colloquy need to be well prepared. To begin with the class has to select a moderator,
who will conduct the discussion in the right direction. The discussing group can
sit in a circle, in front of the class while the rest of the students listen and observe.
At the end of the discussion, they can question or present their views on the
discussion.
3. The fisltbowl
This is a more interesting form of colloquy. A group of participants are selected
to conduct a discussion on a given topic. They sit in a circle. The rest of the class
sit behind them in the larger circle. The remaining students, sitting behind, observe
critically both the content and the process of discussion, e.g. Did everyone participate
in the discussion? Did they miss any important aspect of the issue? Did they provide
feedback on the discussion at the end? This form of colloquy is called tishbowl
because the participants in the discussion are watched by the observers as fish in
a bowl.
4. Values clarification
This category of activities help students to reflect and reconsider their own
values, attitudes and vision.
Teacher b questioning
When a student speaks out on attitudes, if the teacher feels, that he/she needs
to reconsider it, she asks a simple question, without expecting a reply in order to
bring insight.
e.g. Student : Love is an illusion.
Teacher : What kind of love do you mean here?
c (other possible questions )
n What about mothers love?
8 Whatpromptedyou to come to this conclusion?
n Is there a love, beyond our illusionary loves?
This side and that side
The class stand in a space without furniture, where they can move freely. The
teacher asks the class a value ridden question and says, Those who agree with the
statement go to that side, and those who do not agree stay on this side.
Examples for value ridden statement:
n By bad means you can achieve good ends.
= Productions just13 environmental pollution.
n village life is better than urban life.
Issues arising in subjects like social studies, civics, history could be discussed
in this form, e.g. Science serves only the rich.
cy*
When the students divide themselves into agree and not agree groups, the
teacher asks: each one in the group to give at least one reason for his/her position.
The opposition party can disprove the argument. Lively debates and discussions
emerge out of the situation naturally.
5. Case studies
Provide a case study relevant to the issue under discussion in the lesson.
Students can critically study it, in groups and answer the given questions. They
can identify the cause - effect relationship, underlying principles, practical
implications of the issue.
6. Brainstorming
Brainstorming is a method of encouraging students to come out with ideas,
solutions, or views about the issue under study. It generates creative ideas and
alternative solutions to problems.
e.g. The teacher says, Lets find out the various uses of a handkerchief. Each
one of you think of at least two uses and discuss them. Let us find out 15 uses
within five minutes. Then the class responds with ideas. The teacher lists them
on the board. During this responding stage, she should refrain from any criticism
of the ideas presented. Criticism discourages creative responses. When you find
children have exhausted their ideas, review the responses, identify basic concepts
and build the intended knowledge for the lesson.
7. Puzzles
The teacher gives a puzzle related to the lesson. The class has to guess, or find
the solution. They can work individually or in groups.
e.g. Leopard, goat and fodder.
A man buys a leopard a goat and a budge offodder and takes them home.
On the way he comes across a river There is a small boat, which allows
only one thing to be taken across with him at a time. How does he solve the
problems? For example : If he takes the leopard on the boat, leaving the
goat behind it will eat the fodder Or ifhe leaves the goat, the leopard will
eat the goat. How does he take all three across?
Children in groups have to find the solution in groups. Every country has
thought provoking puzzles. They provide effective tools for improving skills in
problem-solving and creative thinking. They provide rich tools for improvising
problems, slowness and creative thinking activities in children.
Crossword puzzles
Prepare a simple crossword puzzle as an exercise, to be given at the end of
the class. The words are taken from the terms used in the lesson.
8. Self-expression
Children like to express their feelings, wishes, fancies and ideas in various
forms. They can be used as effective learning activities in the class.
Examples : Sharing experiences on an issue under discussion.
Expressing ones future wishes e.g If I am a doctor.. . ..
Expressing imaginary wishes e.g. If I am a bird.. . ..
Getting into great characters e.g. Suppose you are Socrates. You have been
condemned to death by the citizens of Athens. Give a speech to the public after
the conviction.
These activities can be done in writing as well. Interesting insights emerge out
of such free expressions, which could be used to enrich the lesson.
9. Co-operative story-telling
To stimulate creative thinking, children can sit in a circle and build a story. The
first child starts with a sentence to begin the story. The second one adds another
sentence and it goes from one after another in the round. The story gradually builds
up adding. new events. The teacher may intervene at difficult points to help the
process go on the right track. Once it is completed it can be edited to assume an
acceptable form.
IQ. Making stories
The groups are given a situation discussed in the lesson, e.g. a story of a slave,
working under the tyranny of a pharaoh in Egypt. .A part of the story can be given,
,-
to find a successful end by the groups. The stories can be written and read or acted
out.
11. Writing poetry or songs
Children can be easily guided to write simple verses or songs. Stimulate their
effective feelings on a given topic, allow them to express feelings in the class and
let them write the feelings in poetical forms. Their writing could be recited or sung.
12. Drawing
Drawing is an activity that can be used for almost every subject in various ways.
In a traditional school, drawing is considered to be an activity, which should be
taught only by a trained artist. Teachers of other subjects think they cant draw and
therefore they shouldnt use drawing in their subjects. They also think that drawing
involves following many rules which they do not know or are unfamiliar with.
However any teacher in any subject could use drawing creatively in spite of
whether she has had a formal training in it or not. In such contexts, drawing is
I used exclusively for free expression. The fear of children that they cant draw
beautifully should be removed. Here are two examples showing how drawing could
be used in other subjects.
* Language - Drawing students impression of an event in literature.
* Religion -Drawing a picture that portrays a religious motto.
Drawing is also a useful tool for development of attitudes. Consider the effects
on children in drawing the following topics.
l How do I see myself? Draw your self-portrait.
l Draw a portrait of your friend.
l Make a mask to express a particular emotion, e.g. kindness, joy, terror.
l Think of a good deed you have done. Draw a series of cartoons showing
how and what you did. Show it to your friends.
c Draw yourself, in a disaster, e.g. caught in a flood/ a fire/ lost in a forest.

l Draw a fantasy creature, by joining parts of various animals.
Drawing could be done in groups as well. Such group collaboration helps
children to experience co-operation and to develop socializing skills. e.g. Draw [in
groups] : a scene from a fairy tale..
Alternatives One member in the group draws an object [a tree, animal, etc]
Others one by one add things to improve the picture.
Whatever children draw needs to be appreciated in the class.
13. Guided fantasy
As we pointed out earlier, children are highly imaginative. This powerful faculty
could be fruitfully used while learning in the class. Especially, imagination can
appeal to deep positive feelings in children, such as kindness and peace. Examples:
You want to describe the Sahara desert. You can take them on a fantasy trip. You
ask the children to close their eyes and relax for a while as in meditation. Then
you say, Lets go on an imaginary trip to Sahara. We all get wings. We fly, as
a group over the great desert. You see vegetation is getting thinner and thinner,
and finally all that you see is a land of sand ............... So you continue describing
the desert in picturesque language. After the experience you request the students
to express what they saw in their minds eye and how they felt.
Guided fantasy could be used for meditation, which evoke deep, peaceful,
pleasant and aesthetic feelings. Such activities help emotional development.
14. Acting out
Acting out certain situations and events makes learning fun and entertaining.
It specially helps to improve speech. There are several forms of acting that can
be used in the classroom.
Making funny faces
Thic- is an activity, which brings fun, particularly good for primary grades.
Childre,l stand in a circle. The first child has an unusual expression on his face.
The face is. passed around the circle. Many variations could be used.
For example, the teacher calls out an adjective: e.g. kind, sad, strong. Children
imitate the quality on the teachers face.
Pantomiming
In pantomiming children express certain actions by gestures in silence. In these
activities children. express certain actions by silent gestures. e.g. Gesturing how a
guitar is played/Drawing water from a well/ Opening a door/ Searching for a lost
object, etc.
Variations
The teacher describes a situation, e.g. You are walking alone on a road.
Suddenly you see a poisonous snake. You take fright. A volunteer comes to the
middle of the circle and pantomimes.
A small group pantomimes an occupation or an event. Others guess it.
Role-play
Role-play involves setting up an imagined situation through acting out certain
characters. The teacher sets the scene by inviting a number of students to play out
a scene, relevant to the lesson. The activity takes the forms of instant extempore
drama or dialogue. Role-plays develop childrens skills in communication They can
help inculcation of good attitudes as well. The activity is especially helpful to
develop understanding of the characters they play. Role-play needs to be followed
by reflection and discussion.
Simulation
This is an activity, which tries to recreate a situation by acting out the characters
and the events in order to study it, e.g. interview, a scene at the post office,
15. Icebreakers
These are activities that help to break down barriers between participants
making them relaxed and interactive. They open up and create the social climate
conducive to the session. e.g.
* Say your name and a thing you like most and a thing you dont like most.
* Go outside and pick up something that represents you. Introduce yourself
to the group though it.
*rr 16. Energizers
These are physical game like activities used to release students stress and
boredom. They arouse energy. When the teacher finds children are restless or bored
or in low energy, she gives one or two energizers for a short while and then starts
or continues the lesson.
e.g. Fruit salad
Children sit in a circle on chairs. The teacher asks them to give four names
of fruits they like most. They call out names of the four fruits one by one in sequence
in ,the circle. Then a participant is invited to come to the middle. His chair is then
removed so that one chair is short in the circle. The child in the middle calls out
one name of the fruits. Then those who have called out the name of that fruit,
exchange their seats quickly. Meanwhile, the participant in the middle runs and sits
-.
on an empty seat. As a result, someone finds no seat to sit on. That participant
becomes the next leader and continues the game by calling out another name of
a fruit.
Variation: 1. The leaders can call out two names.

2. When the leader says fruit salad, all the children have to change their
seats.
3. Other items could be used instead of fruit, e.g. Those who are
vegetarians change their seats.
17. Co-operative games
There are activities designed to build up co-operation, group awareness and
trust in the groups. Everyone has to work together in the activities, e.g.
l Make a machine joining up together and rhythmically show how it works,
with sounds.
l A small group holds hands in a tight circle and pressing themselves together,
by holding others. Two outside participants come and try to untangle the
group.
17. Making sounds
These games are vocal energizers. They are noisy and should be performed in
the open air so that others in the school are not disturbed. Children imitate various
sounds, e.g;
Rain storm, thundering, a night in a jungle, a railway station
18. Affirmation activities
These activities are effective in developing the self-esteem of children.
Children express affection, positive remarks, appreciation and friendship for
each other either verbally or non verbally, in these activities, e.g:
l Children move around the classroom making pleasant comments to each
one they meet.
l A child is invited to come to the middle of the class. The participants one
by one come to him/ her and expresses their positive feelings in a manner
that makes the child feel happy.
7
DEVELOPING STAFF
Staff development is for the pupils.
, a-.-
Making a school a place of peace is an achievement of a co-operative effort
and the commitment of the whole staff under the supportive leadership of a
competent school principal. The degree of the success depends upon the extent of
support given by the staff. However, this is not to deny the strength of the individual
teachers as change agents. There are illustrious instances where a single teacher
has been able to change the whole school. Even such an effort involves winning
the staff support.
Suppose you are a principal who wants to improve the quality of education
through peace education. How are you going to win the staff support? Naturally
it has to be achieved gradually through a process of staff development. Usually
when the hierarchy tries to introduce a change the subordinates tend to resist. It
is simply because people are reluctant to move away from their status quo or their
established positions of present mindset and behaviour. Therefore the change has
to be introduced with care, gentleness and tact in a way that nobody feels threatened.
1. Start it with yourself
Only a changed person can change others. The inward change flows naturally
outward. The genuineness of it affects the social climate and permeates throughout
the organization. The principal needs to be a role model of the innovation he intends
to introduce to his school. Here he has to develop the qualities of peaceful behaviour
such as being positive, genuine, compassionate, co-operative, empathetic and
assertive when necessary. He has to create a sense of belongingness and appreciation
through building teachers self-esteem and confidence. As a leader he behaves in
such a manner so as to bring out the best in people whom he comes into contact.
Through providing positive reinforcement by praising, encouraging and developing
trust. When such a principal shows interest in a certain change the staff tends to
support him.
2. Provide literature, handbooks and guides on peace education to the staff.

Every innovation has a knowledge base. To effect the innovation the knowledge
pertaining to it needs to be imparted to the actors. For this effect the school needs
to collect some good books, guides and other reading materials for the study of
the teachers. Sometimes mere availability of the books in the school library will
not draw teachers attention. Introducing good books to the staff can encourage such
selected reading.
3. Organize staff seminars on peace education
It would be very useful to provide good training to the staff or at least to a group
of the staff. The school can organize in-house programmes to provide training by
inviting suitable resource persons from outside. Sometimes the school can rely on
those teachers who are interested in the innovation and gain experience by applying
the available knowledge.
4. Appoint an interest group
The school needs to have a committed group to work for the innovation.
Fortunately many schools have teachers who love peace and want to do something
about it. Such groups need to be developed and strengthened. If they could be
formed as a committee they can serve the school better by taking the lead under
the principals guidance.
5. Decide activities
For instance, the committee can undertake to plan, organize and implement staff
development activities in peace education. The activities should be based on the
felt needs of the staff in the area of innovation.
Examples for staff development activities:
* Develop a school policy for peace education in collaboration with the staff,
which will provide a guideline for action.
* Conduct school research and development work for the school.
* Design and conduct pilot projects in peace education.
* Organize in-house teacher development activities such as seminars,
experience-sharing meetings, and lectures on relevant issues (e.g. ways of
eliminating bullying in the college campus, identifying the schools hidden
curriculum, ways of developing discipline, new methods of building students
self-esteem, new strategies the school can adopt to build peace culture, ways
of identifying peace concepts in the curriculum)
* Organize model lessons regularly.
* Develop teaching aids for peace education.
Developing Staff 53
* Encourage and facilitate teachers to write and produce peace drama.

* Organize film and video shows for the staff on peace education.
As the above list shows a variety of interesting activities are available for staff
development. It is more effective when teachers themselves take the responsibility
and initiative in organizing such activities for themselves. In fact teachers themselves
should take the ownership of staff development. Another important principle in
staff development is that it should be a continuous process. Staff development is
crucially important to the school because it directly contributes to the quality
improvement of teaching and learning,
6. Implement the plan
C
The committee has to implement the plan regularly. One of the constraints for
school-based staff development is the time available. In certain countries arrangements
for staff development have been made by making the staff stay after school hours.
In many schools the staff can be motivated to stay willingly after school for
a short period of time for the sake of their own professional development. If they
find the sessions useful they tend to participate. However, there are staff development
activities, which can be done in the form of on the job iruining. Examples: model
lessons, understudy, quality circle discussions, research and development activities,
peer support, etc.
7. Evaluate
The effectiveness of the programme has to be evaluated to develop it further.
They need not be so formal in many instances. What is necessary is .;o get teachers
feedback and suggestions for improvement.
Concluding Thoughts
An innovation in a school should begin with staff development. Teachers need
to understand the goals, concepts, and methods of peace education. The need can
be fulfilled through in-service training by the authorities. Schools themselves can
do this through school-based staff development mode.
Things To Do
1. Do an informal attitude survey of your colleagues about the need of peace
education. Do a critical analysis of their attitudes.
2. What are the criticisms they have on peace educations, as they know it now?
3. What types of staff development are most suitable, correct and improve their
attitudes?
h
8
REDUCING VIOLENCE IN SCHOOL

*I believe that every person has the potential to be a perfect embodiment
of non-violence. If you generate the quality of non-violence within you it
will spread out to the world from you like a mighty storm.
- Mahatma Gandhi
Every organization has violence in it in many gross and subtle forms and school
is no exception. Violence in school is visible in five different forms. This chapter
briefly discusses the control measures a school can take to reduce and prevent
violent behaviour in school.
1.Verbal violence e.g. insulting, name-calling, threatening, cursing,

alluding, shouting, labelling, and arguing.
2.Psychological violence (Aimed at emotional hurting) e.g. blaming,
condemning ridiculing, scorning, embarrassing,
anonymous writing revenging.
3 .Physical violence e.g slapping, caning, kneeling down, torturing, hitting,
assaulting, pulling ears.
4.Criminal violence e.g stabbing, shooting, stealing, destroying property,
raping, child abusing, vandalizing, gang assault.
5 .Structural violence (Violence arising from the way school is set up) e.g.
pushing students to compete with others, comparing
individuals, keeping children sitting passively for
hours, subject-centred and teacher-centred delivery of
lessons, neglecting students special needs, harsh
imposition of rules, externally imposed discipline,
drilling.
Obviously, the actors of the above violence are the members of the staff and
students except on rare occasions where public intruders break in and commit
aggressive acts.
Teachers violent behaviour

In many Asian schools the tradition of physical and verbal violence still continues
by way of caning, scolding and other ways, in spite of all the propagation of child
rights going outside. They are justified in the name of education.
When a teacher commits an act of violence against children say, caning or harsh
abuse, the happy social climate of the whole school is affected adversely. A negative
climate, charged with fear and threat emerges. Constant teacher violence implies
the following negative impressions about the school.
(a) Distanced teacher-pupil relationship.
(b) Deteriorating teacher professionalism.
(c) Inefficiency of school management to control such unprofessional behaviour.
(d) Teachers lack of skills in maintaining a positive discipline.
(e) Childrens apathy against the present quality of education they receive.
What is the way of discouraging teacher violence in school? The following
guides may be helpful.
1. Conduct school-based staff development sessions on
l Maintaining positive discipline in school
l Methods of motivating students.
l Method of classroom management.
2. Conduct programmes to improve teacher-pupil relations, e.g:
l Drama
l Education trips and hikes
l Staff development in innovative teaching methods.
3. Discourage the use of caning and other forms of physical punishment.
4. Adopt humanistic and democratic strategies in the maintenance of school
discipline.
Students violent behaviour
Students anti-school and anti-discipline aggressive behaviour are an inbuilt
element in school as an organization. They differ only in degree with various types
of schools. The underlying violence among students in school mostly goes unnoticed
by teachers.
Violence or aggression is generally defined as acts committed with the intention
of hurting, injuring or harming another person. Words or thoughts that express the
intention of hurting are also a part of aggression.
Reducing Violence in School 57
However, all forms of childrens aggressive behaviour need not to be taken

seriously. Naming some forms of behaviour as violent may not be fair. For instance,
children fight for fun and to test their strength. Such behaviours are not malignant,
vicious and therefore not aggressive. Such behaviours seem to play a part in
childrens psychological development. They disappear naturally with the other
stages of growth. Parents and teachers should be concerned only when such
behaviours seem to establish as a pattern of personality by repeated.
Form of Aggression
Psychologically we can classify aggression into live basic forms of expression.
- 1. Orgunized group aggression: where a gang perform an aggressive act, with a
pre-planned course of action.
2. Direct aggression: where people directly express physically or verbally their
anger against others.
3. Indirect aggression is mostly manipulative where a person pretends to be nice,
but works behind towards the destruction of others.
4. Symbolic aggression: conveys the message of violence through a symbolic
action. They are mostly used in political and public campaigns.
5. Instrumental aggression: is used as a strategy or a means to achieving a certain
goal.
Ways of reducing students violent behaviour
1. Prepare a school policy for prevention of violence in school.
2. Based on the policy, draws a violence control programme as a part of
discipline management
3. Build school as a community, based on the principles of mutual respect and
C
co-operation. Emphasize the value of non-violence as a part of the school
tradition.
4. Make learning meaningful and joyful. Improve the quality of education in
the school to the satisfaction of the students.
5. Implement a fair system of discipline control using positive techniques.
6. Encourage each class to draw a code of conduct and maintain it.
7. Refer students found in vicious aggressive behaviour to counselling.
8. Keep the school under surveillance during intervals, especially in those
areas where bullying and other anti disciplinary behaviours could occur.
9. Implement school timetable effectively so that students find no time to
engage in anti disciplinary activities.
--- -.... .-_-

10. Organize a surveillance system to check students movements after school

is over, e.g. on their way home up to a certain limit.
11 Implement the school timetable tightly allowing no free periods, during
special seasons when ragging and bullying increase in the school. (e.g.
beginning of the year/ when new students enter high school.)
Concluding Thoughts
As mentioned earlier, the above measures are mostly negative in approach..
Most of the disciplinary problems reflect the inefficiency of the way the school
is managed, the curriculum is delivered and the level of student-teacher relations.
What is really necessary in such cases is to correct the causes of conflict, that give
rise to them, rather than suppressing them through strict control measures. Peace
education is basically a positive approach to school discipline as amply presented
here.
Things To Do
1. Find out ways by which some good schools maintain their discipline.
Discuss with their principals.
2. Discuss with your colleagues to find out their problems of classroom
management.
3. Identify some activities of violence prevention for your school.
9
A MODEL FOR PEACE EDUCATION
All education programmes attempt at developing children through the provision

and facilitation of certain learning experiences. The plan of the programmes is
what you call the curriculum. Tanner and Tanner (1975) define curriculum as the
planned and guided learning experiences and intended learning outcomes, formulated
through the systematic reconstruction of knowledge and experience under
the auspices of the schools for the learners continuous and wilful growth
in personal and social competence. A programme begins by identification of
goals. Then learning experiences have to be selected which enable children
to develop to the intended outcome. In a peace education programme your
primary objective is to help the child grow into a peaceful person. You have
to identify the basic characteristics you expect out of the person. Then select
learning experiences, which will develop the child towards that expected level.
In this manner you have to develop a clear vision and model for an effective
programme. This Guide proposes the following model for peace education
curriculum.
The model consists of ten basic themes, which can accommodate many peace
values and concepts most meaningful in the present global context. It gives the
basic characteristics of a peaceful person that we wish to see developing in children.
This handbook is based on the thematic model. Each theme will be discussed
separately. But lets have a quick run.
To begin with Think Positive, the theme aims at developing a positive mindset
in children. Positive thinking is the first characteristic of a peaceful person. It
involves building a positive self-concept in oneself. Having a positive outlook
helps the child to not only value himself but also to value life in all forms. It
also builds attitudes towards accepting others with respect, and appreciating
them honestly. This is a self-empowering concept that helps children to develop
positive attitudes towards themselves as individuals and their country and
humanity.
C
The Model
Peaceful Person
4
Build Peace in Comnnmi~ Care for the Planet
Think Critically Resolve Conflict Non- tiolently
Respect Human Digni(y Be Your True Self
Discover Inner Peace Learn to Live Together
Think Positive Be Compassionate

and Do No Harm
Fig.2 Thematic Model of Peace
The second theme Be Compassionate and Do No Harm tries to inculcate

empathetic qualities such as love, kindness, friendliness and so on. These qualities
are primarily important to respond to the violence in society.
Discover Inner Peace as a theme is concerned with resolution of ones own
psychological conflicts and problems and discovering the peace of mind. Under
this theme ways of understanding self and the process of thought, controlling
emotions such as anger, art of soothing the mind could be discussed. It also
addresses childrens spiritual needs and provides experiences of inner peace.
Learning to Live Together is so important today in a world where there is so
much polarization of human beings on the increase. Children need to learn to work
harmoniously in groups with others. The theme can accommodate such subtopics
as sharing, mutual help, trust building, taking group responsibility, leading and
following. Learning co-operation reduces egoistic competitive tendencies in
children..
The next theme Respect Human Dignity is based on the concepts of Human
Rights, Duties and Justice. It attempts to develop a consciousness that recognizes,
respects ones own and others rights.
A Model for Peace Education 61
The concept in the theme Be Your True Self, means the strength of the character
to be honest and direct in expressing ones needs, feelings and thoughts without
letting others down. The skills in such behaviour are necessary for resolving
conflicts and effective social interaction.
Developing Critical Thinking is an essential intellectual skill helpful to problem-
solving. It also includes decision-making skills. Critical thinking on the part of the
citizens is a necessary feature of a democratic society. It involves analysis, syntheses,
looking at the other sides of an issue, searching for alternatives and logical thinking.
Resolve Conflict Non-Violently encompasses such skills necessary for conflict
resolution as conflict analyses, negotiation, active listening, mediation, creative
problem-solving and alternative solution seeking. It is a basic component of peace
education.
Build Peace in Community as a theme provides an opportunity for children
to be exposed to social realities and understand peoples problems and work with
them. School can organize various peace-building projects in the community.
Attitudes towards the Cwingfor the Plunet is a global educational need not
only for children but for the masses as well. The health of the planet has direct
and immediate influence on the destiny of mankind. Under this theme several
interesting activities, projects and assignments could be organized in school.
The above thematic framework provides a comprehensive content area for
peace education. The themes could be developed from grade to grade in-depth and
width spirally. For instance, the first theme, i.e. positive thinking could be developed
in the following manner.
l Understanding myself
l Self-esteem and ways of developing it
l Meaning of positive thinking
l Effect of negative thoughts
l Philosophy and psychology of positive thinking
l Positive thinking in our culture and religion
The above model is simple and easy for curriculum developers to use as a guide
to select peace concepts. Having such a model helps teachers to identify peace
concepts in the curriculum. Through inservice training teachers can be equipped
with the necessary knowledge, methods of teaching to diversify the curriculum
effectively in the above areas. A large number of interesting and game like learning
activities are available for this purpose.
However, some curriculum developers can argue that their curricula have these
concepts already and why they should ever bother about peace education as such.
Of course many curricula deal with the above concepts. Here it is very important
to bear in mind that peace education is not another subject. It performs two
important functions in a curriculum. Firstly, it unities all the other subjects under
the holistic vision of peace. In the absence of such a holistic view the learning done
in subject compartments tends to be fragmentary and remains superficial. Secondly,
peace education humanizes education. As said before it is a humanistic approach
to education rather than a subject. Any lesson, in any subject could be presented
through the peace approach with full justice to the subject contents and the objectives
It is also interesting to see that good teachers even without any formal knowledge,
use the peace education approach in their lessons and classroom management. This
shows the fact that such an approach is integral in good education. However,
theoretical and practical knowledge can improve their present classroom practices.
The proceeding chapters develop further the core concepts given above with
suitable classroom practices, hints for peace culture-building and learning activities.
Concluding Thoughts
In designing a peace programme, a school or an education system needs a clear
vision and a model to ensure the integrity and the consistency of the effort. A model
is how you organize your thinking and effort to achieve a goal. The concept of
peace being so wide the absence of a model leads to piecemeal work, sometimes
resulting in contradiction. In such conditions as having too many unrelated views,
values, and concepts distorts the essential message. Once a model is developed,
especially in the curriculum it can be developed spirally in depth and width from
grade to grade
Things To Do
1. Identify a set of core values that are mostly relevant to your country and
develop a meaningful model of peace education for your school.
2. What are the features a good value education model should have? Analyse
the above given model in the light of the features identified.
3. What do you mean by a core peace value? Give examples.
10
THINK POSITIVELY
A man who regards his life as meaningless is not merely
unhappy but also hardly fit to live.
Albert Einstein
Objectives
l Develops self-esteem
l Skilful in affn-mation
l Motivated in learning
l Develops positive attitudes to work
l Expresses optimistic attitudes to the future
Core Values
l Positive outlook
0 Self-esteem
l Affirmation
l Positive attitudes to learning
l Positive attitudes to work
l Positive attitudes to the future
h
Content
0 Understanding the concept
0 Positive thoughts
0 Self-esteem
0 Positive attitudes
0 Affirmation
0 Positive attitudes to learning
0 Positive attitudes to work
0 Positive attitudes to the future
0 Intended outcome
0 Classroom practices
0 Hints for peace culture-building
Learning Activities
1. A quality in me, which I am proud of
2. Expressing affection
3. What am I?
4. Introducing friends
5. Something good I have done
6. Affirmation game
7. Guess the person
8. My shield
9. Demonstrating affection
10. Things that I enjoy doing
Il. What I was in the past, what I am in the present
12. Playing great characters
13. Facing challenges in life
14. What it?
15. Lost friends
Suppose you are thirsty and you find at last a glass, half filled with water. How
do you see the glass? You may see it either half full or half empty. If you see it
half full with water, then your outlook is positive. A mind with a negative outlook
tends to see it half empty. As we all know,to live with a negative mind is so
distressing, because it sees the dark side of things, including ones own self. Such
a person blames everyone for his failures. You cant make him happy even if you
give him all that he asks for.
When you have a positive outlook, you see the brighter side of things, including
yourself, others, events of life and nature. In short, it is to see The silver lining
in the dark cloud as William Blake puts it. Positive perception brings in contentment,
happiness and hope. All life-fulfilling experiences arise from a positive state of
mind. They naturally lead to a harmonious relationship with others.
It is interesting to note, that peoples positive or negative states of minds arise
from their self-concept, i.e. the image they have built about their own selves. People
perceive the world through the tinted glass of their self-concept. If your glass is
bright, you see yourself as worthy, able, and good. This attitude leads you to achieve
success. And that experience of success strengthens back your image, leading again
to achieve success. For instance, if you think that you are a winner, that thought
gives you courage to win. Thus success teaches success. So does failure.
Here we see how the negative mind is caught in a vicious circle, difricult to
break away from. Psychologists have found that those who have positive self-
Think Positively 65
concepts can face challenges of life courageously and they are not broken down
easily. Even if broken down they can regain normalcy within a shorter period
compared to persons with negative self-concepts. In essence a positive self-concept
is empowering. Consider the following positive perceptions.
Positive Thoughts
l With each day I become stronger, happier and better in every way and every
manner.
Living is wonderful. I enjoy living every moment of living.
Today I choose to be happy.
I pardon myself.
I love myself.
I am my own master.
I grow in life towards a positive direction.
Every person is good at heart. I behave in such a manner that everyone
whom I am in touch with, comes out with his or her best self.
Whenever life gives me a lemon, I make lemonade out of it.
Every failure is a blessing in disguise.
Trust begets trust.
I respect the dignity of every human being whom I come into contact with
and loog at every incident in life from a positive perspective. Looking at
a painful experience positively does not mean that you accept it and cease
to act.
The question is often asked that whether we can look at every incident in life
from a positive perspective. Looking at a painful experience positively does not
mean that you accept it and cease to act. But if you look at it as something that
opens your eyes to the reality or truth from which you can learn, then it is positive
outlook. Many such incidents can be perceived as opportunities as well. For
instance, in the Chinese language the word conflict means opportunity. When life
closes one door it opens another. Instead of weeping for the door closed, we can
look for the door opened.
Positive attitudes not only build effective individuality but also build solidarity
within groups. They charge the social atmosphere with such positive energies that
instil joy, creativity, sense of purpose and friendship in people. For example, a
positively charged classroom atmosphere is so conducive to joyous learning where
work becomes an expression of creativity and productivity.
Self-esteem
Teachers bear witness to the fact that most of the high achieving students in
schools have positive self-esteem. In the past teachers thought that intelligence was
the single factor for successful learning. But now they are increasingly realizing
the significance of self-esteem as a factor for successful learning.
One who has a low self-esteem finds it difficult to appreciate others, care for
others wholeheartedly, because of the insufficiency within. Only a person with a
positive self-esteem can face challenges of life healthily. There is a need in very
human being to build a positive self-esteem. It is a basic human need. People build
their self-esteems from others recognition and acceptance. With children, the need
to be recognized, praised, appreciated and valued by parents, teachers, peers and
others is very strong. The need has to be fulfilled properly to assure the healthy
mental growth in children. Their characters are moulded from the positive valuation
they receive. When a child behaves rightly, a word of appreciation reinforces that
act and thereby the child tends to repeat it. Skinner, the behavioural psychologist,
says, You are what you have been reinforced. Naturally the deprivation of social
acceptance and appreciation lead children to a pervasive pattern of behaviour. Then
they seek recognition from destructive acts. Often children with problematic
behaviours are such deprived ones. As we pointed out early, a false self-concept
can produce a false self-esteem in people. Having an over valued self-esteem leads
a person to look condescendingly or patronizingly upon others. On the other hand,
an undervalued self-esteem leads a person to withdraw himself and be submissive
to others manipulation. School should help children to develop realistic and
healthy self-esteems.
Affirmation
It is interesting to observe, how a persons positive or negative attitudes influence
others behaviour. Surely you must have seen some individuals gifted with bringing
out thebest in others. This ability is called affirmation. The secret of good leadership
is the ability to bring out the best in those with whom they come into contact.
Good leaders do it by affirmation, i.e by words and deeds of appraisal and
encouragement and expression of warmth, friendliness and trust. On the other hand,
a negative minded person brings out your low self. Negative minded people are
poor in expressing love, warmth and appraisal. They seem to have inhibitions
within themselves that prevent them from expressing such innermost feelings.
These inhibitions arise from unresolved psychological problems.
Affirmation is the interpersonal aspect of the positive outlook. Children should
learn ways of expressing affectionate feelings and warmth. Affirmation skills are
an integral part of the socializing process in education.
First and foremost, teachers need to learn affirmation skills. A person, who is
poor in expressing human warmth, affection and appreciation, can hardly be a good
teacher.
Think Positively 67
Phrases for Appreciating Students

. Good.
. Very good.
. Excellent/ Brilliant.
. Good question.
. Good answer.
. An interesting/ brilliant/thought provoking/ idea!
. You are correct.
. Wonderful!
. You are so hard working!
. You are very bright!
. I am so proud of you!
. You have a good future.
. You are honest.
. I trust you.
. I appreciate your effort.
. One day you will be a great scientist/ scholar-l artist/etc
. You have a talent for.. . .
. You should be proud of you.
. I really like students like you.
. Accept my congratulations!
[Discover more phrases of your own!]
Positive attitudes to learning

A positive outlook can be used effectively for self-development. For instance,
a student needs to have a positive attitude towards learning. A positive attitude to
learning is the source of motivation for students. First and foremost, school has
to develop positive attitudes to learning in students. Yet some traditional schools
do quite the opposite, by viewing learning in a narrow sense. Until recently schools
could not imagine education without tears.
Learning is meaningful to the degree it is related to self and life. Most of the
subject compartmentalized learning has no relevance to self or life. Such education
rarely provides insight into true learning. In fact, the nature of learning and lifelong
learning is rarely discussed with students.
Good teachers always create positive attitudes to learning by use of interesting
and creative teaching methods. Students should not only learn the subject matter
?
but also learn how to learn. Self-learning methods have to be introduced to them.
The habit of reading also needs to be encouraged. Learning is effective when
students themselves build knowledge by active participation.
Positive attitude to work
Developing a positive attitude to work is a basic responsibility of education.
Every education system has identified the need for it. Period for work experience
is named in various systems differently as life skill, creative work, handwork, and
pre-vocational subject.
Children have a natural interest to work. To them, work is exciting. However,
the above vocational subjects are rarely presented in a manner that evokes enthusiasm
in children. School can build working attitudes by exposing children to the world
of work, through visits and interaction with people of different vocations. Childrens
attraction to vocations changes with their stages of growth. Gradually their fanciful
attractions diminish and fade away and finally they select the vocation that suits
them most.
One innovative practice schools in many countries have introduced in this area
is work activity room. It is an open workshop in school where there are various
tools and materials for children to choose freely and work.
Positive attitude to future
It is often said that youth do not have proper attitudes towards their own future
and of the country. It has been shown that this lack of hope can lead to anti social
and self-destructive behaviour like joining terrorist movements and drug abuse. In
Sri Lanka nearly 6,500 people-commit suicide annually and most of them are youth.
One of the goals of peace education is to create positive attitudes to the future
in students. As a teacher, we should know how to respond to students hopes and
fears of their future. Youth often say that they have no future. What does that mean?
Surely it means that they have no future as things go in the country. This is a passive
way of thinking about the future. There are two kinds of futures. One is the future
that comes when we do nothing. The other future is what we build for ourselves.
By determination and courage. Ask any man of success. Surely he may say that
he built his own future. This is true at the national level as well.
David Hicks provides a good insight into the education on future-oriented
perspective in his book Exploring Alternative Futures. He suggests four steps for
developing positive attitudes to the future in children. They are:
1 Thinking about the future, i.e. children share their thoughts, hopes, fears
about the future.
2. Exploring probable future: Children clarify what kind of futures they expect.
3. Selecting a preferable future. Here they select the most suitable future they
prefer to.
Think Positively 69
4. Active citizenship: Children identify the kind of citizenship needed for the
preferable future society and they develop the attitudes and skills.
Intended outcome
By effective characterization of the core value of positive perception you will
be able to bring out the following positive changes in the students. It is necessary
to determine the intended behaviour in the students, through the intervention of
peace education. They are important in that they provide the foundation for evaluation.
Once they are established through survey of needs, they should be strengthened
and nourished through integration of the core values through various media in the
school. We believe that the above core values can bring the following positive
changes in students.
1. Self-esteem
l Has a positive attitude towards oneself. Conscious of self-identity. Behaves
with self-dignity.
2. Affirmation
l Has a constructive attitude about community, school, country, ones culture,
nation and future.
l Brings out the best of people by appreciation, encouragement, support,
expression, friendliness and gratitude and exchange greetings.
3. Positive Attitude to Learning
l Motivated learning.
0 Participation in classroom activities.
4. Positive Attitudes to Work
l Exhibiting such behaviours as commitment to work, honesty and persistence.
5. Positive Future Orientation
l Express optimistic future attitudes.
Classroom Practices
l Children generally absorb living qualities such as positive outlook from
social learning. In this regard teachers as role models are very effective.
When a teacher has genuine good qualities in herself, her ways of responding
to daily situations and lifestyle exhibit them. Children tend to admire and
internalize them.
l Life stories of great men and women inspire us with the power of positive
thinking. The schools texts can encourage childrens character building by
including inspiring deeds of positive qualities such as courage, determination,
persistence and creative problem-solving. However when they are lacking

in the texts the teacher can supplement them. She can also encourage
children to read such biographies.
l Appreciating students in a way that brings out their best is an art teachers
can really learn and practise. A general guide is given below.
l Learn as a teacher to express yourself in positive terms even in the most
difficult situations. For example, instead of remarking You are weak say,
I am sure you can catch up with this subject easily. Another example: A
student does ten sums and brings the exercise book for you to mark. You
will find that all the sums are wrong. Here instead of saying Very poor,
you can comment Your effort is admired.
l Encourage students efforts using such phrases like: You can, You have
the capacity, I am sure you will be able to do that.
l Inquire when appreciating group assignments, How did you do it? Who
did these? What difficulties did you have and how did you overcome them?
l Instead of denouncing a student for his problem behaviour, show a model
student and appreciate him or her. Try to maintain discipline in the classroom
through positive evaluation.
l Instead of saying generally Good for a students work, say a drawing,
appreciate the features specifically, e.g. You have selected your colours to
suit the scene. Specially the clouds over the setting sun are beautiful. Such
comments help students to improve their creativity and techniques.
Hints for peace culture-building in school
1. Have a series of short speeches in the morning school assembly to introduce
positive thinking and values related to it.
2. Organize a series of lectures to introduce lives of great characters, e.g.
Mahatma Gandhi or Abraham Lincoln. In these talks stress how they faced
the challenges of life positively.
3. Develop self-evaluation instruments for students to help their character
building.
4. Invite model persons, like national level scholars, poets, artists, writers, and
scientists to school and let students listen to them.
5. Organize displays and exhibitions of students creative work at the levels
of classroom, section, school and community to help them get recognition.
6. Identify creative strategies to provide positive evaluation to students.
7. Organize student personality skill development training sessions in such
areas like leadership, human relations, communication and creative thinking.
8. Exhibit mottos relating to positive perception.
-
Think Positively 71
LEARNING ACTIVITIES
Think Positively
1. A quality in me, which I am proud of
This is an activity about self-reflection and valuing others.
Level: Secondary
Curriculum Concern: Religion/ when you want to discuss
Concepts:
1. Positive attitudes help self-development.
2. Recognition and acceptance of each others positive qualities improve mutual
respect in a group.
Objectives:
1. Identifying positive qualities in oneself.
2. Affirming others positive qualities.
Activity:
The children stand in a circle facing the centre. Each child non-verbally acts
out a personal quality in him/her, which he/she is proud of. Those who are
standing in the circle should guess it. The child who makes the right guess wins.
If they fail, the actor may give a hint to help them. The teacher jots down on
the blackboard the qualities acted out.
Discussion:
l Apprkciate the good qualities that children have cultivated in them.
l Take several good qualities/ human values and discuss their nature, meaning,
functions and beauty.
l Ask how such qualities could be further developed in oneself.
a What are the problems in practising them and how could they be overcome?
2. Expressing affection
This is an activity about expressing affection to others and opening
communication in the class
Level: Upper primary
Curriculum Concern: Speech/When you want to buiid a friendly climate in the
class.
Concept: Ability to express affection helps open communication.
Objective: Learning to express affection socially.
F
Activity :
Children stand in a circle. One child comes to the centre and tells the class,
I have gone on a trip and I have brought you a present and walks up to a peer
and performs an act expressing affection, e.g. a handshake, hug, bowing down, etc.
It can also be a loving word such as I like you, You are such a nice person.
Then the act or word is passed from one to the other in the most possible
affectionate manner or tone. On completion of the round, another child comes to
the centre and continues the game.
Discussion: Guide questions
1. Did you enjoy the activity? If so, why?
2. Why some people are more popular among groups than others? Give a
reason.
3. What are the good expressions of appreciation you learned from the activity?
3. What am I?
This is a listening activity that helps to understand oneself and others.
Level: Primary and lower secondary.
Curriculum Concern: Language:/ When you want to improve listening skills
Concepts:
o Becoming an individual begins with self-understanding.
o Becoming an individual also involves accepting others as individuals.
o Ability to listen to others attentively and caringly is a basic social skill.
Objectives
1. To encourage children to perceive themselves as individuals
2. To improve the childrens skill in listening to others attentively and caringly
respecting them as individuals.
3. To develop a friendly atmosphere in the classroom.
Activity:
The class is divided into groups of five. Each group sits closely together in a
circle keeping enough distance from other groups so as not to be overheard.
Each member in turn speaks for 4 minutes on the topic What am I? Others
listen to him / her attentively and caringly. Questions can be asked for any fur-
ther clarification. However, disturbing the speaker is not allowed.
Discussion:
At the end of the activity, reconvene the class and conduct a discussion helping
children to learn from reflections of the experience.
Think Positively 73
Guide - Questions:
l How did you feel while speaking of yourself?
l Did the group listen to you attentively?
l Did you give a deep understanding of yourself in speaking out?
l Did the way others listened to you encourage your speaking? If so, how
did it happen?
l Did you listen attentively and caringly to others in your turn?
l Did you have any difficulties? If so, what were they?
l Did you learn anything from the activity? If so, what are they? (List them
A
on the blackboard. Elaborate important points)
l How are you going to incorporate your learning into your daily life?
(Discuss: the application of the concepts)
4. Introducing friends
This is an activity helping to get to know each other.
Level: Secondary
Curriculum Concern: Language: Speech/ When you want to build a friendly classroom
Objectives:
1. Building a climate of friendly understanding in the class.
2. Developing respect and acceptance for each other in the class.
Activity
This activity takes a long time to cover all the participant in the class. Therefore
it is appropriate to break it up into several sessions of twenty minutes.
Step 1.
The children form pairs. Each pair spends five minutes getting to know one
another. One should try to draw out as much personal information as possible to
understand and evaluate the other persons best self. e.g. His/her skills, capacities,
likes and dislikes, tastes, ideals, past successes, ambitions.
Step 2.
Children are called into class where each pair comes forward in turn introduces
each other, i.e. A introduces B and then B introduces A.
Encourage participants to make their introductions creative and interesting.
Discussion : Guide - questions / instructions
1. What did you learn from this activity?
2. Comment on the value of friendship in the class.

3. Encourage the children to adopt a positive outlook towards each other and
to trust in the goodness of each one.
4. Discuss the usefulness of remembering peoples names.
5. How to be a lovable person.
5. Something good I have done
This is an activity about understanding kindness
Level: Upper primary and secondary
Curriculuni Concern: Religion/ When you want to discuss kindness
Objective: Evoking altruistic feelings in children and reinforce such behaviour
Activity:
The class breaks up into groups of five. Each group sits closely, together in
a circle keeping enough distance from other groups, so as not be overheard. In each
group one member in turn, narrates a good deed he/she has done in the past. It
may be an act of helping, giving, sharing something with somebody in need. Others
listen attentively and carefully. Once the narration is over the group appreciate the
act. The procedure continues until all have spoken.
Discussion:
Call the children into the class and make a list of good deeds from the narrations
in each group, on the blackboard. Categorize the deeds into board types. Ask how
such qualities could be further developed in oneself and the difficulties in practising
them. Find ways of overcoming them.
6. Affirmation game
This is an activity about affirming and valuing others
Level: Upper primary /Lower secondary
Curriculum Concern: Physical education / When you want to build teams
Objectives:
1. Experiencing self-esteem
2. Improving skills in aflirmation
Activity:
Children walk around in a circle one after the other slowly. As they walk, one
child is pushed into the middle of the circle. E&h passer by makes a positive remark
Think Positively 75
to the one in the middle. The remarks should be appreciative comments about
talents, skills, or qualities in them.
Examples:
l Great runner
l Friend of all
l You have a bright future
When everyone in the circle has made a remark, the child returns to the circle
and the procedure continues as before, with a new child pushed into the middle.
Discussion: Guide questions and instructions.
l Did you enjoy the activity?
l Could you discover something about yourself in doing it?
l Expressing good remarks for others is something that one has to learn and
practise. Review the statement.
Note:
Encourage children to make creative comments, which not only make the
recipients feel good but also add fun to the activity.
7. Guess the person
This is an activity about affirming others
Curriculum Concern: Social Studies/ When you want tell that every person is
valuable in his/her own right
Concept:
* . Positive comments have the power of bringing out peoples best selves.
Objectives:
1. To encourage affirmation of each other
2. To build up self-esteem.
Materials:
A slip of paper and pen for each child.
Activity:
Each child writes secretly on a slip of paper, an interesting appreciative comment
on a classmate, rolls it up and hands it to the teacher. Having collected all the slips
the teacher reads the comments aloud taking them one by one.
When a comment hasbeen read out the class should guess whom it is about.
The writer remains silent allowing guessing until the correct name is pronounced.
-
Once the correct guess is made the slip is awarded to the child who owns the
cdmment.
The activity proceeds until all comments have been read out and their owners
identified.
Discussion: Guide - questions and instructions :
1. Did you enjoy the activity?
2. What talents, skills, and qualities did your friends appreciate in you. (Invite
each child to comment)
Assignment:
Paste all the slips each one has received on a sheet of paper and preserve it.
Show it to your parents.
Note: A problem that might arise from the activity is the possibility of leaving
out some children unmarked To avoid it, pair the children and ask them to write
comments on each other, without showing what has been written.
8. My shield
This is an activity about understanding ones deep self.
Level: Secondary
Curriculum Concern: Religion/When you want to help self-discovery.
Objective:
1. To help gain insight into the self.
2. To enhance mutual understanding in the class.
Materials:
A half sheet paper and a pencil for each student.
Activity:
Step. 1. Explain what a shield is. Draw various shapes of shields. Let each child
draw a shield in any shape large enough to be shown to the class.
Instructions to children
The shield should have four cages large enough to draw one symbol in each.
Number compartments from 1 to 4.
Examples of shields:
Draw a symbol in each cage that represents your following features.
Cage 1: My highest expectation in life.
Think Positively 77
Cage 2: My best quality

Cage 3: My greatest strength / ability.
Cage 4: My greatest weakness.
Step 2.:
The children come forward in turn, one by one and show their shields to explain
the meanings of the symbols drawn in each cage.
Discussion: Guide - questions and instructions:
1. Did the activity help you to understand yourself more deeply?
2. Did you find it difficult to decide on symbols?
3. Now, did this activity help you to understand your friends, too?
4. What benefits could you derive from this exercise?
Note:
Some children may find this activity difficult or confusing due to lack of
understanding what symbols are. Therefore while introducing the activity explain
what a symbol is providing enough examples or even giving a simple exercise in
symbolization.
9. Demonstrating affection
This is an activity about learning effective ways of expressing ones affection
Level Secondary
Curriculum Concern: Classroom Management/ When you want to make the class
lively before starting a lesson
Objectives:
-
Expressing and receiving affection
Improving self-esteem.
Creating a friendly atmosphere in the classroom
Activity:
Step 1.
Explain the following points briefly before stating the activity.
l Love, friendship and affection are beautiful human qualities.
l The world can be much better if people behave affectionately towards each
other.
l Gaining skills in expressing feelings of affection is important in being
related to people.
l Now let us play an interesting game, which will help you to learn the ways
of expressing your affection towards others.
Step 2.
Children stand in a large circle facing towards the centre. A child is selected
and put in the centre. He / she is the recipient of affection of the group. Starting
from a point, each child comes to the centre and expresses his/her affection in a
non-verbal act, i.e. by touches or gestures such as
l Shaking hands
l Touching face
l Stroking head
0 Smiling
l Patting on shoulders
l Bowing head in respect
l Acting out a Love message
l Hugging
Creative expressions are appreciated.
Step 2.
When everyone in the group has had his / her turn, the recipient returns to the
circle, Everyone closes his eyes and keeps his fingertips upon the shoulders of the
one in front, starts tapping him gently so as to create a pleasurable and releasing
sensation. The tapping is soft and gentle at the start. It gains speed, and becomes
heavier as it proceeds. Once the climax is reached the tapping gradually slows down
and ends. The tapping should be like the pattern of rain.
Then children turn in the opposite direction repeat tapping in the same manner.
The activity re-starts selecting another child as recipient and placing in the centre.
Discussion: Guide - questions:
To the recipients:
l How did you feel while receiving your classmates affection?
l Did it change your view of your classmates? How do you feel about your
classmates now?
l Describe the feeling of being loved.
l To the rest of the participants.
l Did you enjoy expressing your affection?
l Raise your hands, those who felt pleased after expressing affection.
l Did the tapping make you feel better?
Think Positively 79
l What did you learn from the experience?

l How can you adopt it to enrich your daily life?
Note :
In cultures where touching the opposite sex is a taboo the activity can be
practised in two separate circles, one for boys and the other for girls.
10. Things that I enjoy doing
This is an activity about exploring how we can use our leisure productively
Level: Secondary
.- Curriculum Concern: Health science/ when you want to discuss the use of leisure
Objective:
1. Exploring productive and innocent ways of spending leisure.
Activity: Step 1.
Explain 1. Our life must be basically joyous and happy.
2. We must learn productive ways of enjoying ourselves.
3. Let us explore our present ways of enjoyment.
Step 2.
Children sit in a circle. Each child is given 3 minutes to explain things that
he/she does for enjoying himself/herself. Examples for possible responses:
l Playing with my friends
l Going out with friends for hikes/picnics
l Flying kites
S l Caring for plants in the garden..
Step 3. Individual work.
Individually make a list of the activities you enjoy doing.
Step 4.
The children mix freely in the room with their lists in hand. They pair with
whomever that they happen to meet, and each one in turn describes to the partner
in detail the activities he/she enjoy doing. When the pair finishes speaking, then
they disperse and join with others and form new pairs The purpose of the activity
is to allow children to learn others ways of enjoying themselves and share their
ways.
Discussion: Guide - Questions
---. _-
1. What were the common hobbies of your classmates?

2. What were the not so common activities you heard?
3. Out of those you heard which were the most interesting ones?
4. Were there destructive habits? If so, what are they?
5 What are the characteristics of bad habits of enjoyment?
6. What bad habits and activities do some people engage in for enjoyment?
11. What I was in the past and what I am today
This is an activity about understanding ones growth
Curriculum Concern: Health science/ when you want to discuss our growth.
Concepts:
1. Importance of understanding the pattern of ones growth.
2. Constant positive change indicates constant growth.
Objectives:
Helping to understand the pattern of ones growth.
Materials:
A piece of paper and a pen for each participant
Activity:
Step 1. Preparatory Discussion
Discuss the significance of growth in our life.
Key points:
1. Life is a continuous growth process.
2. We grow physically, intellectually and socially.
3. Growth means change in a positive direction. As we grow so do our old
habits, values, attitudes, interest, beliefs, and perspectives..
Step 2. Individuals Assignment
Compare your present characteristics with those of the past.
Identity five important changes that have taken place during the past three years.
Write them down on paper.
An example: In the past I had been talkative at home, and in the company of
friends. Now I am not so talkative. I try to speak with more sense and circumspection.
Think Positively 81
Step 3. Interviewing
Divide the class into groups of eight. Let each group sit in a circle. A member
is nominated as interviewer.
He/she interviews group members one by one, using the following guide. Others
listen attentively.
Interview Guide
l What is the most significant change you have had during the past three
years?
l Explain how it happened.
l What factors have affected that change?
l What is the pattern of change that you observe in your life?
(Put the guide on the blackboard)
Step 4.
Once group interviews are over children come out and walk freely in the room.
Whenever one meets another, one stops him/her and enquires about the change
Discussion: Guide - Questions and Instructions
1. Raise hands, those who feel the activity was useful to them.
2. What is the most important thing you have learnt from the activity?
3. What were the common changes in the group?
4. What factors affect positive changes in people?
12. Playing great characters
This is an activity about valuing great characters
Curriculum Concern: History/Literature/ when you want to appreciate great characters
in the text.
Activity:
Step 1.
The children form triads and stand apart keeping enough space from other
groups so as not to be overhead or disturbed. Members in each triad nominate one
as the chosen character and the other two as interviewers. The character imagines
himself/herself to be a great person such as a social worker, philanthropist, nature
lover, peacemaker, kind doctor, etc. and speaks in the manner of that imagined
character.
The interviewers put various questions to the imagined character who responds
with his or her noble qualities. They question his work, motives, attitudes, visions,
etc. The purpose of the activity is to help understand noble minds.
Step 2.
After the interview they admire the character. The role-plays continue in the
groups until everyone has finished.
Discussion :
Discuss and identify common characteristics of great helpers of mankind.
Introduce a life story of such a historical character, so as to arouse interest to
read about them. Examples: Florence Nightingale, Abraham Lincoln, King Ashoka.
13. Facing challenges of life positively
This is an activity about facing difficult situations with a positive mind.
Level: Upper secondary
Curriculum Concern: History/ Literature when you are discussing an unfortunate
situation with a person, or people faced.
Concept: Facing life with positive mind/ being unshaken by what happens to us.
Objectives: Enabling to be positive in mind in face of challenges.
Activity
Provide the class with a seemingly unfortunate situation from history or literature.
Example: the Jewish prisoners in the Nazi concentration camps. Tell students:
Imagine that you were a Jew. Hitlers soldiers arrested you and put you into the
camp. Conditions are appalling. Prisoners are mentally broken down by depressive
thoughts. You could be killed at any moment. You decide to live the few days left
without mentally breaking down. You determine to live completely with a positive
perception. Prepare a self-guide with at least six instructions to live positively in
that condition.
Make groups of six. Let students discuss in groups and present the self-guide
they prepared for the class.
Discussion. Guide questions:
l What were your initial thoughts?
l When you identified a positive way how did you feel?
l How do you define the strength of character?
l What did you learn from the activity?
Think Positively 83
l Find out people who faced the challenges of life with positive minds,
14. What if?
This is an activity seeing the brighter side of distressful events of life.
Level: Secondary
Curriculum concern: Guidance/When you are discussing character building Make
a list of five seemingly negative things that might happen to you. For example:
l Not being able to enter university
l Getting a job in a remote rural area
l Not getting a job
l Having to work under a rude boss
Group the class and give one topic in the list to each group. Ask them to discover
the best they can do under the given condition. On completion they present their
lists to the class.
Discussion: (As in the above activity).
15. Lost Friends
This is an activity about affirmation.
Curriculum concern: Language/ when you want to improve skills in speech
Objectives:
1. Improving skills in affirmation
2 Fun
3. Valuing people
Activity:
Divide the class into groups of twelve and let each group sit in a circle.
The group selects 2 members-one to play the role of a police officer and the
other to play the role of an informant about a lost friend.
The informant selects a friend from the group in her mind and informs the police
officer that he / she is lost. But the informant does not give his friends name. When
questioned, all that he recounts are is his friends good qualities and skills.
By listening to the positive description the police officer has to guess her friend
and pick her. He has three chances, failing which he should resign and give his
place to another member in the group. The activity continues for several
rounds.
Discussion: Guide - questions

1. Did you enjoy the activity? Why?
2. Did you learn anything out of it? If so, what is it?
3. (From informants) Did you find it easy to describe your friend by his
positive qualities?
4. (From lost friends) When the informant described you in such positive terms
how did you feel ?
5. How are you going to use what you have learnt from this activity?
Period from . _.. to . . . .. . Teachers Self-Evaluation: Core Value: Think Positively
T- Media of Integration
Subject
Effect on Childrens
Positive ange
behaviours attempted .anguage Social .eligiou! Physical Arts Science co. Class Teaching Perspect Very Effective Not so
D develop Studies Edu- Activity Mgt. Method ive Effective Zffective
cation
1.Positive attitude to F F F F F F
self and others F F F F F F
2.Affirmation, e.g. F F F F F F
appreciation, F F F F F F
encouragement,
greeting
3.Positive attitudes F F F F F F
to work F F F F F F
4. Positive attitudes F F F F F F
to learning F F F F F F
5. Positive future F F F F F F
orientation F F F F F F
F F F F F F
F F F F F F
Total Frequency
Marking
J: = Discussed
X = Discussed with Activities
F = Frequency
Comments... .._ __.. .___.. . . . . . . .., .._ . . . .,_ _.. . . . .._ .
Suggestions for professional development... . . . . . . . .. . . ... .. ... . ... . . ... ... ..
Suggestions for the improvement of the Guide.. . _. .. ._. _. . _.. . . . .. .___. . ..
X = Discussed with Activities
F = Frequency
Comments. . .
-
11
BE COMPASSIONATE AND DO NO HARM
As a mother loves her one and only child,
so shall you love the whole humanity.
The Buddha
Objectives
l Responds to human problems with compassion
l Practises meditation and prayers on compassion
0 Values non-violence
l Argues for abstaining from all types of violent behaviour
l Expresses feelings of empathy and warmth when others share their grievances
l Is kind to animals
0 Listens attentively
l Describes the benefits of forgiving
Core Values
l Non-violence
l Kindness
C l Empathy
l Equanimity
Content
Understanding the concept
Non-violence
Kindness
Empathy
Equanimity
Concluding thoughts
Classroom practices
Hints for peace culture-building in school.
Learning Activities
1. Meditation on compassion
2. Meditation on caring
3. Reading faces
4. Touch talk
5. Master pupil drawing
6. An animal I love
7. A mother birds cry
8. Benefits of being compassionate
9. Attentive listening
10. Forgiving
11. Empathetic listening
Compassion, in simple terms refers to that quality which encompasses non-
violence, kindness, empathy and equanimity in the highest and purest form. It takes
people out of their pursuit of egoistic interests and opens their eyes to the realities
of the suffering of others around them. It is the essence of being human.
Every religion teaches us to be compassionate and take it as the supreme guiding
principle in life. It drives man to be kind, helpful, and caring towards all. Let us
have a closer look at the basic five forms of compassion mentioned above.
Non-Violence
Non-violence is an integral active quality in compassionate living. It means to
abstain from all violent acts and motives. In a conflict to be non-violent does not
mean that you submit yourself to unjust causes. There are many civilized and
democratic ways of struggling against unjust causes. Mahatma Gandhi demonstrated
the power of non-violent action in his struggle for freedom from the British Empire.
He said that only cowards take arms. Non-violent activists derive their power from
truth, justice, inner conviction and compassion. Consider the following principles
non-violence:
0 Hatred cannot be conquered by hatred. Hatred can only be conquered
by compassion . (Lord Buddha)
o If somebody slaps you on the left cheek turn your right cheek also
(Jesus Christ.)
o I respond to those who do good to me by goodness. I also respond to
those who do evil to me by goodness . (Lao Tzu)
o If someone lives a ltfe of non-violence, he need not perform other reli-
gious acts because non-violent living itself is the highestform of being
religious. (Thirukkural, The Tamil Instructional Book of Poetry).
There is no such powerful weapon than Compassion (Mahatma
Gandhi)
-
Be Compassionate and Do No Harm 89
Kindness
This is the state of mind that motivates a person to help and serve those who
suffer. Kindness transcends the ego that seeks reward, profit and benefits in return.
You can be kind in all your responses to other people by the way you think, talk
and behave.
Kindness naturally extends to animals as well. Children learn their first lesson
of kindness, by being kind to animals. When children learn not to kill animals, they
also learn not to kill human beings. One who cannot kill an ant also cannot kill
a man. Kindness to animals is gradually eroding away from the modern mentality
of man. Consider how cruelly animals are treated in laboratories, farms, and
C
slaughterhouses. The figures show in 1980 nearly 70 million animals have been
killed for research purposes only in laboratories. Dr. Bennett Derby, an eminent
neurologist, says that 90 per cent of animal experiments are repetitive and inadequate.
Every religion teaches kindness to .animals.
There is no beast on earth nor bird whichflieth with its wings but the
same is a people like unto you... all Gods creatures are His family
Prophet Mohammad
He, who injures harmless,beings from a wish to give himselfpleasure,
never finds happiness, neither living nor dead. He who does not seek to
cause the suffering of bonds and death to living creatures, but desireth
the good of all obtains eternal bliss.
Manu (Hindu Moral Code)
Empathy
Empathy is an affective response of concern and tenderness to the joys and
suffering in others. With empathy you share the other persons feelings and experience
it as if you have entered into that persons inner world. Though in psychology it
is used in a technical sense here we can use it in a general and practical sense,
to mean being sensitive, friendly, warm and caring.
Like compassion empathy encapsulates feelings not only for the fellow human
beings but also for animals and natural environment. Such qualities are necessary
for the survival of the human species. The present dehumanizing social forces
destroy empathy in man. It is slowly replaced by egoism, individualism, selfishness
and ruthless competitiveness. This important human response has to be protected
and developed as a part of upbringing and education of children. Children inherit
empathy intrinsically in abundance. Peace education provides experiences in empathy
so that children can awaken to their own true nature. The traditional curriculum
has very little place for developing empathy.
C
Equanimity
Equanimity means maintaining a detached sense of calmness in mind and
temper, in face of stressful and provocative situations in life. It also includes being
large hearted and forgiving.
The most effective way of fostering compassion in children is to provide
opportunities to experience it through action. Such actions are.
l Understanding (others)
l Feeling (for)
l Providing support/helping/serving
l Tolerating
l Expressing warmth
* Loving
0 Caring/consoling/counselling/comforting
0 Listening
l Respecting
l Giving
l Being friendly
The theme aims at developing these types of behaviour in children in such a
way that they could be observed in their daily interactions with others.
Intended Outcome
1. Non-violent living
l Abstaining from all types of harmful behaviour
l Resolving conflict non-violently
2. Being kind
l Understanding and being concerned of others needs and feelings
l Feeling for others
l Helping
l Behaving courteously
0 Caring
l Listening attentively to others problems
3. Empathetic
l Friendly behaviour
l Pleasant speech and manners
l Tolerance
l Being genuine
l Expressing honest appreciation, congratulations and gratitude
l Healthy social interactions
Be Compassionate end Do No Harm 91
4. Being equanimous
l Maintaining temper and calmness of mind
l Tolerance
l Accommodating
l Mature of behaviour in face of challenging situations
Classroom Practices
Social studies/ languages
l When you discuss various human situations found in history, geography,
literature describe them through compassionate perspectives.
l Narrate stories, which highlight acts of compassion.
Arts
l Select topics or themes that build compassion, e.g.: Draw your family in
a form of animal family you like most.
Religion
l Introduce meditations and prayers that evoke compassion.
Environmental studies/ science
l Help students to love animals, birds, plants and natural environment, rather
than treating them as things to be exploited by man.
Hints for peace culture-building in schools
1. Respect students friendship. Facilitate them in appropriate ways such as
allowing friends to sit together. Encourage students to organize birthday
celebrations, class get-together parties and entertainment activities. However
they should be conducted in a simple and inexpensive manner in line with
the school tradition. Such social events create a happy atmosphere in the
classroom.
2. Promote courteous behaviour in the classroom and school, e.g. greeting,
thanking, decent conduct, self- discipline, pleasant words, etc.
3. Encourage students to organize welfare activities for themselves.
4. Provide opportunities for group interaction in the course of subject learning.
5. Respect and encourage honest expression of students opinions, needs and
feelings.
6. Integrate aesthetic activities, like singing, role-plays, playlets into lessons
to ensure that learning will be fun.
7. Organize community development projects, e.g. building a house for a poor
family, cleaning the village well, planting trees in the village, organizing
a medical clinic for the villagers.
8. Organize religious talks on compassion in school.
LEARNING ACTIVITIES
Be compassionate and do no harm

2.1. Meditation on Compassion
This is an activity that awakens compassion
Curriculum concern: Religion/ when you want to create deep feeling for mankind
Objectives: 1. Developing compassionate feelings for oneself and others
2. Experiencing inner joy of compassion
Step 1: Suggest
l Sit silently and let your body relax. Be perfectly still and composed
0 Close your eyes
l Feel easy
l Let your mind calm down
When your mind is well-composed and silent, wish May I be happy, May
I be healthy, May I be free from suffering. As you repeat the wishes
mentally, develop love towards yourself. Imagine you are being healed.
Step 2: Now think of your parents and loved ones and wish in the same way:
May they be happy, May they be healthy , May they be free from suffer-
ing. As you repeat the wishes mentally, develop love towards them. Imag-
ine that your love heals them and they become happier and healthier.
Step 3: Extend your compassion towards all beings on earth and wish May all
beings be happy, May all beings be healthy, May all beings be free
from suffering , Let no one hate another, Let no one frighten or threaten
another, May all live in harmony and peace. As you repeat the wishes
mentally, imagine and feel that your compassion extend towards all and it
brings peace on earth.
/
(Adapted from Buddhist meditations)
2.2. Meditation on Caring
This is an activity that cultivates the feeling of caring and love for people.
Curriculum concern: Religion/ Environmental studies/ during a discussion on morality
Objectives: 1. Develops compassionate feelings for others

2. Experiences the feelings involved in caring for people.
Step 1: Sit silently and let your body relax. Be perfectly still and
composed
Close your eyes
Feel easy
Let your mind calm down
Step 2:
Think of someone who cares for you. How do you feel being cared for by him
or her? Feel within your heart that persons feelings when s/he is caring for you.
Now in return you imagine that you are caring for that person, enjoy your feelings
of love and kindness towards him or her.
Imagine you care for more people. In what ways do you care for them? Think
of various ways of caring for others in various situations. Send your caring waves
to them.
Step 3. Discussion.
Discuss with the class the meaning of caring under various situations where
people need caring, e.g. caring roles at home, caring in the classroom, caring for
a friend with a problem, caring for a sick family member.
Ask students to complete the following sentences one by one according to their
genuine feelings (without repeating what others have said)
* When someone is caring for me I feel......
* When I really care for someone I feel.. . . . . .
* I care.. . . . . . . . . . .
-
* I wish.. . . . . . . . ..
2.3. Reading Faces
This is an activity about sensing others feelings
Level: Lower Secondary
Curriculum concern: Language/ when you want students to do a creative writing
activity.
Objectives: Developing empathy
Materials: Collection of photos of faces from paper cuts. The faces should reflect
different feelings.
Activity:
Divide the class into groups of six. Give one photo to each group and ask them
to watch it silently trying to read the feelings and the character.
Exercise. 1. Write out the persons feelings as if you are that person.
2. Act out in the class the feelings by the groups.
Discussion Guide questions:
l Why is it important to understand others feelings?
l How do we read a persons feelings?
2.4. Tolrch Talk
This is an activity about reflecting how we understand others messages.
Curriculum concern: Language/ when you want to discuss the basics of
communication
Objective: 1. Understanding the barriers to communication.
2. Fun
Activity:
The children move around freely in the room. At a signal they stop forming
pairs with whomever they happen to be near. They hold hands, palm to palm as
in the manner of hand shaking. They remain silent and quiet for two minutes and
try to read each others mind.. At the second signal they close their eyes and try
to communicate messages with each other by touching palms. Talking is not
allowed. They can select messages such as:
- Lets be friends
- Lets go for a walk
- You are a nice guy.
A puts across a message to B by touching his/her palm in certain ways. Two
minutes are given for A. B has to understand silently what A is telling him/her
through the touch. Then the roles are reversed. When the time given is over, they
ask each other what were the messages received and check out. At the next signal
the pairs disperse and form new pairs to continue the activity. At least one has to
do it with five partners, the hand talk at least with five partners.
Discussion: Guide - questions
l What types of messages did you try to communicate?
l Hands up those who could understand at least one message correctly?
l What kind of attention is necessary to understand others messages?
l What are the other means of communication, other than speaking?

l Do people always receive messages exactly the same way as we send them?
l What are the factors that cause misinterpretation or distortion of messages?
l What did you learn about communication from this activity?
l How are you going to use them in your daily communication with others?
2.5. Master-Pupil Drawings
This is an activity about learning the effectiveness of two-way communication.
Level: Secondary
Curriculum concern: Drawing/when you want to help children learn communication.
Objective: 1. Understanding that others do not always understand what we say in
the same way we mean.
2. Being aware of ones own ability in communicating.
3. Proving the effectiveness of two-way communication over one way
communication.
Materials: Three half sheets per each pair of children.
Activity: Step 1.
Let children get into pairs and sit facing one another keeping their desks face
to face. One child assumes to be A and the other B.
A draws a picture (e.g. a house, a tree, an imaginary beast, a village) without
showing it to B. Having drawn, A explains his picture to B who tries to reproduce
it while listening. No one is allowed to show or see the other ones drawing.
B should draw the picture silently. Questioning or requesting for more details
-
is not allowed. On completion, B writes on it Pupils first attempt and keeps it,
on the desk upside down.
Step 2
On the next round, B has to draw the picture again. A describes his picture
again for B to listen and draw. They shouldnt show their pictures to each other
while describing or drawing. However this time B is allowed to ask questions for
further clarification. When B has completed the drawing, he /she name it Pupils
second attempt. A writes on his drawing Master picture. On the completion of
Bs picture, they are allowed to see each others pictures and compare them.
All pairs arrange their picture sets for a class exhibition. Master pictures should
be kept with the Pupils pictures. Children compare the similarities and the
differences between the master pictures and pupils first attempts and second
attempts.
Discussion: Guide Questions

1. Did you enjoy doing this activity? Give reasons for your judgement.
2. Which pupils picture has come closer to the masters picture?
3. Out of the pictures of the first attempts and the second attempts which
attempts are generally more similar to the masters pictures?
(There is a high probability for the pupils second attempt pictures to be
.
more similar to the masters pictures, because in the second attempt the
pupil could ask questions for clarifications. This proves that two-way
communication is more effective than one-way communication.)
4. Identify pairs whose pictures show a significant difference. Interview them
to find out the reasons for such a difference. What types of communication
problems did they have?
5. Identify a few pairs whose pictures are similar. Find out the causes for the
similarity.
6. How do we explain something to others in a manner they really understand?
Why cant we understand some peoples explanations?
7. What did you learn by this activity? (Write down childrens learning
experiences on the board and express appreciation)
8. How are you going to apply what you have learnt just now?
2.6. An Animal I Love Most
This is an activity about developing kindness to animals
Level: Primary
Curriculum concern: Language / when you want to do creative writing
Objective: Developing kind attitudes to creatures.
Activity
Step 1: Point out creatures that have interesting characteristics from which we can
learn, e.g.
l A cat likes to be clean.
l A dog is faithful to his master.
l A cow has maternal qualities.
Get more examples from the class and list them on the board
Step 2:
Tell the students to select the creature they love most and write an ode (an
appreciative poem/essay/ letter expressing noble feelings). On completion let them
read it to the class for appreciation.
Be Compassionateand Do No Harm 97
Discussion: Guide Questions:

l Did you enjoy writing it?
l How can we abstain from harming animals, birds and other creatures?
2.7. A Mother Birds Cry
This is an activity about abstaining from harming creatures.
Level: Primary
Curriculum concern: Religion/ Language/ When you want to give a topic for
creative writing
Objectives: Creative writing skill
Empathy
Activity
Stepl: Discuss cruel acts some children do to creatures, e.g:
l Destroying birds nests
l Throwing stones at birds
l Hurting cats and dogs at home
l Killing innocent serpents
Step 2: Ask the students to imagine the following event.
There is a parrots nest in a tree in the schoolyard A group of children
come under the tree and throw stonesforfun aiming at the nest. The mother
bird is frightened and sad at the cruelty of these children.
Write an appeal by the mother bird to children not to hurt her babies.
Discussion: Appreciation
l How did you feel while writing the essay?
l What did you really learn from the lesson?
l How can we help birds?
l Suppose all the birds become extinct. How would you feel living in a world
where there are no birds?
2.8. Benefits of Being Compassionate
This is an activity about understanding compassion.
Level : Secondary
Curriculum concern: Religion/when you discuss the violence in society.
Objective: Valuing compassion
Activity
Step 1.
Write the word Compassion on the board. Ask students: What thoughts and
feelings come to your mind when you hear the word? Ask each student to come
to the board and write it down.
Step 2:
Explore compassionate behaviour as much as possible with the participation
of students. List them down. Discuss the nature of being compassionate on the basis
of the identified behaviours.
Step 3.
Ask students to work in groups and identify at least ten personal benefits and
results of being compassionate.
e.g. * People begin to like you.
* You will get more friends.
On completion of the work let groups present their findings. You prepare the
list on the board leaving out repetitions.
Discussion:
l How does a mother practise compassion to her children?
l Tell us some compassionate acts you have seen in people.
l How are you going to practise compassion in your daily life?
2.9. Attentive Listening
This is an activity about improving listening skills.
Level: Secondary
Curriculum concern; Language/ Listening
Objective :l. Understanding the need for improving their skill in listening
2. Identifying wrong listening practices and getting rid of them.
Activity: Step 1. Explain:
1. Listening is as important as speaking.
2. Just as speaking, one has to learn and improve listening.
3. Let us learn to listen to others attentively.
Step 2
Ask the children about bad listening practices they have observed or experienced.
List their responses on the blackboard, e.g.
l Listening inattentively and carelessly.

l Changing the topic of speech, before the other person finishes what he /
she has to.
l Making use of the topic to boast about oneself / to relate ones own
experiences.
Step 3
The purpose of this activity is to let children experience being listened to them
non-attentively. They form pairs. In each pair one is named A and the other B. A
speaks for 3 minutes on one topic selected from the following list.
l A problem I have in school.
l A game I like most.
l A happy incident in my life.
While A is speaking, B should listen to him/her non-attentively. After A has
finished, B takes the role of the speaker. A listens non-attentively.
Step 4.
This time they take another topic in the list and one speaks while the other
listens attentively. After 3 minutes roles are exchanged.
Discussion : Guide questions.
1. Tell us the most important thing you have learnt from these listening
exercises.
2. How did you feel when you were not properly listened to?
3. How did you feel when you were properly listened to?
4. What are the factors that lead people to listen non-attentively or carelessly
to others? (e.g. thinking about something, and listening, selfishness, talking
in an uninteresting manner)
5. What are the ways by which you can draw the attention of the listener?
How can we speak interestingly?
Note: This activity can be repeated using other wrong listening methods such as
changing the topic abruptly, making use of the topic to boast about oneself, etc.
2.10. Forgiving
This is an activity about forgiving.
Level : Secondary
Curriculum concern: Religion/when you discuss reconciliation after a conflict in
the class
Objective: Valuing forgiving
Activity
Step 1:
Draw the attention of the class to the importance of forgiving. Explain the
meaning of the word. Ask students to give several examples for it.
Step 2.
Give the following case study
Pala called Ashok a nickname and everybody laughed at it heartily. Ashok
became so angry he walked directly up to Pala and assaulted him. They
began fighting. Luckily others came and stopped the fight. Though several
days have passed, Ashok is still angry. His angry thoughts suggest that he
should assault Pala again.
Invite several students to come forward and role-play Ashok in his anger. Each
one has to express his angry thoughts.
Based on the role-play, conduct a discussion on keeping anger in mind without
resolving it. Use the following chart on the board to identify the consequences
Explore the benefits of not forgiving and forgiving.
Benefits of not forgiving Benefits of forgiving
1. 1.
2. 2.
3. 3.
Discussion: Guide Questions.

1. What is pur discovery?
2. Why could we not identify the good reason for not forgiving?
3. What is our conclusion?
Step 3.
Invite the same students to role-play the changed Ashoks attitudes. (Suppose
that he changes his mind to forgive Pala and rebuild the friendship) Appreciate the
new aspects brought up in role-plays.
2.11. Empathetic Listening
This is an activity developing empathetic listening.
Level: Lower secondary
Ee Compassiona& crndDo No Harm 101
Objectives:
1. Experiencing of being listened to with empathy by another person
2. Understanding the importance of listening with empathy to others.
Activity: Q
Step 1
The class is divided into groups of three. Each group sits keeping enough
distance from other groups so as not to be disturbed.
Write the topic A sad incident in my life on the blackboard. Ask each one
in the group to describe a sad incident that he or she has experienced. The other
two should listen to the speaker with empathetic feelings, i.e. with friendly and
caring feelings.
After the incident is related, each listener should express his or her honest
feelings experienced while listening to the speaker.
Example: Suppose the speaker says how he/she felt when their house was
burgled. Having listened to him each one in the group has to feed back her or his
empathetic feelings to the speaker, e.g. We were shocked to hear what happened
to your family! We can understand how sad it had been to all of you. At the same
time we appreciate your courage in bearing it out. They have to invent new phrases.
Then the second one starts to relate his incident. The activity continues until
everyone in the group has finished telling his story followed by empathetic feedback.
l How did you feel when you saw that the others were listening to you
caringly and attentively?
l Could your friends really understand your feelings?
l How did you feel when others were expressing their feelings to you?
l What did you learn from the experience?
Go to the next page for the evaluation sheet.
-
Period from _. _. _. to _. _._.. Teachers Self-Evaluation: Core Value: Be Compassionate and Do No Harm
Media of Integration Effect on Childrens

Positive Change
Subject
3ehaviours attempted Arts Science co. Class Teaching Perspect- Effective Not so
Language Social Religion Physical Very
o develop Studies Edu- Activity Mgt. Method ive Effective Effective
cation
I .Non-violent F F F F F F
living F F F F F F
2. Being kind F F F F F F
F F F F F F
3. Being empathetic F F F F F F
F F F F F F
4. Maintains temper F F F F F F
and calmness in F F F F F F
mind
Total Frequency
Marking
0 = Discussed
J = Discussed with Activities
F = Frequency
Comments... . . . .. .. . . . . . . . . . . _._._. ._.___ . ... .. ..
Suggestions for professional development... .__. . . . . . . .._. . . . .__. . . . . . . . . . . . . . . __..._. . . . . . . . . . ... . ... ..
Suggestions for the improvement of the Guide.. . .. . . .. .. . . . . . ... ... .. . .. . ... . . . _.. ._ .._ _. . . . . .. ..
12
DISCOVER INNER PEACE
The best and most beautiful things in the world cannot be seen or
even touched. They must be felt with the heart.
Helen Keller
Objectives
l Discipline in mind
l Discipline in physical behaviour
a Discipline in speech
l Increased awareness in action
l Contented living
Core Values
l Resolution of inner conflict
l Self-knowledge
l Spiritual needs
l Meditation
Content
c
0 Understanding the concept
0 Peace as resolution of inner conflict
0 Self-knowledge
0 Childrens spiritual needs
0 Meditation as a classroom practice
0 Imagination in children
0 Practising awareness
0 Types of meditation for children
0 Intended outcome
0 Hints for peace culture
Learning Activities
1. Walking meditation
2. Watching with silent mind
-
_I
R
3. Learning to relax
4. Experiencing inner peace
5. Letting go
6. Instant peace of mind
7. Meditation on the present moment
8. Meditation on goodness
9. Meditation on sharing
10. Meditation on being awake
The statement in the preamble of the UNESCOs Constitution, Since war
begins in the minds of men, it is in the minds of men that the defences of peace
must be created provides a guiding principle for this theme. Learning to Be means
to learn to live peacefully with oneself. Peace can be experienced within ourselves.
Inner peace arises out of intrinsic inner richnesses such as compassion, spiritual
joy and wisdom. Here we have to understand the significance of beingness. It is
the state of mind where a person experiences the joy of wholesome living.
Peace as Resolution of Inner Conflict
At the superficial level of mind, inner peace can be experienced through
resolution of psychological conflict. As we know conflicts can be either external
or internal. In fact most of our conflicts are internal, i.e within ourselves. According
to Sigmund Freud, our mind is a battlefield where the life instinct is in conflict
with the death instinct and in the clashes with super consciousness and so on.
Various psychologists have described the nature of inner conflict.
For instance, Curt Luwin showed that we have three basic types of inner
conflicts.
They are:.
1. Approach - approach conflict
In this type of conflict a person is caught in between two equally attractive
objectives out of which he can select only one. An example would be the choice
between two equally attractive jobs.
2. Avoidance - avoidance conflict
Here the person tries to avoid two equally undesirable objectives where he is
forced by circumstances to select one other than selecting one. Say that a person
gets two jobs. which are equally unattractive. But under the circumstances he is
pressed to select one.
Discover Inner Peace 105
3. Approach -negative conflict:

In this type a person is both attracted and repulsed by the same objective. He
wants something for a certain reason and at the same time he does not want it for
some other reason..
Erik Erickson .postulates that mans psychological growth results from the
healthy resolution of inner conflicts. According to him in each growth stage man
is confronted with a basic psychological conflict. Inability to resolve that inner
conflict blocks his further growth and even leads to pervasive behaviour. This is
has been proved by the studies on many criminals and terrorists. Some of them
had been led to adopt violent ways of life as a result of the inability to resolve
their inner conflicts such as deep hurts experienced during childhood. It is evident
that a person who is unable to live with himself in peace cannot live in peace with
others. How can we help children to resolve their inner conflicts?
Self-Knowledge
To resolve ones inner problems first of all one has to learn to look within and
observe how the mind works. The problems distressing the mind have to be
perceived. and understood. The more you understand yourself the more you mature
psychologically. Helping children to look within and understand the self is an
important life skill. The gravity of this need in education is evident by the kind
of immature acts people commit throughout the world. Much disruptive behaviour
of people arise out of their unresolved deep inner conflicts. Obviously one who
cannot live in peace with oneself cannot live in peace with others.
Childrens Spiritual Needs
This theme addresses childrens spiritual needs. By spirituality we do not mean
here being religious in the conventional sense. Peace in ones life arises from the
deep human spirit that underlies all faiths. Peace education deals with the depth
of the human mind. Touching the seat of spirituality is necessary. Here by spirituality
we mean that essence rooted in man, which seeks for fulfilment through expressing
and experiencing goodness in the highest degree. It drives us to do good, be kind,
search for the true meaning and values lying deep within us. The present education
has failed even to recognize childrens basic needs.
Childrens spiritual needs are delicate and strong. They want to experience joy,
beauty, love, warmth, kindness and wonder. They want to feel good. Education
should cater for these childrens spiritual needs. Depriving them of such needs
surely withholds the blooming of their wholesome personalities.
Inner peace is not only resolution of psychological conflicts. All religions teach
that there is still deep peace within us. As a matter of fact all of us know that when
the mind calms down a serene feeling of joy and peace begins to unfold within
us. One of the effective ways of realizing the peace within is meditation as taught
in all religions. However here we take it not as religious practice, attached to any
particular belief system but as an open mental activity. The research findings show
that meditation develops mental sanity, releases stress and improves creativity and
insight. A meditation may be either tranquillizing or insight-producing. One can
practise tranquillizing meditation by sitting still and concentrating on breathing in
and out. As the mind settles down in concentration an intense sense of peace begins
to unravel. Insight meditation awakens wisdom within us. All meditations are
exercises in developing awareness and calmness in the mind. Disorderly behaviour
of children is mostly caused by restlessness and confusion within them. It is
expressed in forms of aggression as quarrelling, disturbing others, noise and bullying.
With some it is expressed through withdrawal behaviours like disinterest in
participation, apathy and indifference in learning However, when children begin
to unravel peace, joy and contentment within them, naturally it is reflected in the
behavioural pattern in the form of increased self-discipline, joyfulness, creativity
and genuineness. It also leads to effective learning because of the awakened sense
of wonder, enthusiasm and liveliness.
Meditation as a Classroom Practice
Stephanie Herzog, an American teacher who experimented in adopting meditation
as a classroom practice has recorded her experiences in a book entitled Joy in the
Classroom. She relates how childrens imagination, listening, learning and the
whole classroom atmosphere changed positively as children improved their
meditation. She says;
Meditation is a technique in getting in touch with our own inner wisdom.
Most children grow up without ever discovering that there is a source of
wisdom and strength and love inside themselves. They look to their parents
for these qualities but often parents are lacking in these qualities in them-
selves (Page 5)
She reports:
;Ifter using meditation in classes, I began to notice a definite change in
the students ability to be self-disciplined, self-motivating and responsible.
I don t think the children in my classes were conscious that they were gain-
ing these qualities and it was not an intention of mine to accomplish this
through this meditation. It all just happened naturally.
It should be stressed here that meditation in this context are simple activities
of being still, inwardly appreciating deep positive feelings such as love and
serenity, experiencing the beauty of Nature and goodness within. For instance, the
meditation Stephanie used included five steps:
l Getting in touch with ones own self and relaxing
l Deep breathing to change and get control of emotions
l Concentration of mind.
l Expansion of mind with imagination and intuition.
l And grounding the new-founded high-level awareness into a productive
activity.
Imagination in Children
This theme can accommodate childrens faculty of imagination as well. As we
know, children are gifted with high imaginative power. As they grow up, unfortunately
most of them lose this important capacity. One of the secrets of successful persons
is their retained capacity for imagination. Scientists, artists, businessmen, engineers,
architects and all others need it. Creativity comes from imagination.
However there are people who despise imagination in children. They will tell
you that imagination is unrealistic and leading to self-illusion and such kind of stuff.
According to them children should be exposed to realities of life and society. Their
imagination should be discouraged. Unfortunately many traditional schools take
this attitude. As a result they ignore childrens imagination and do not provide
opportunities except in a few instances. Taking away, childrens imaginations
would be depriving them from the joy of being children. Such suppression will
surely weaken their spirit of playfulness, curiosity to know, to experiment, and to
create. Because childrens many active drives are generating from their imaginations.
When their healthy imaginations are suppressed it may find other less healthy ways
or moods of expression such as daydreaming, self-enclosure, passivity and negative
or antisocial behaviours.
Self-image is also a construct of imagination. It is how one imagines ones own
self. Once a self-image is built, the person tries to live up to it whether it is negative
or positive. Teachers have to help children to build positive self-images, not only
by right appraisals but also by encouraging, providing stimulation and opportunities
to express themselves.
Through meditations, soul appealing and meaningful imaginary experiences
could be evoked in children using their natural sense of wonder, curiosity and
beauty. Meditation in the conventional sense is an act of awakening to reality or
truth. But children have come to reality walking through their veil of imagination.
For them it is the stepping-stone to attain reality. Various forms of meditation for
children could be developed to use in the classroom as educational tools.
Practising Awareness
Meditation in true sense is an act of establishing awareness, i.e. being aware.
The synonyms for awareness are being alert, mindful, attentive, etc. It is basically
a survival life skill. Take for instance, the function of awareness in an act of crossing
a busy road. A moment lost of it may take away ones life. Thus awareness is a
basic function of intelligence. Children have to be trained in being aware of dangers
in their surroundings. Be it home, school, playground or road. Awareness brings

self-control, composure, and sharpening of attention.
The second level of awareness is being mindful of the movement of the body,
i.e. how you walk, sit, eat, etc. It develops ones sensitiveness towards the body.
The third level is being mindful of the activity of the mind, That is when you
are angry know that you are angry, when you are confused know that you are
confused, This is a subtle level of awareness. Awareness helps us to overcome an
inherent weakness of the human mind. We are inclined to be carried away by our
own desire, anger and illusion. Most of the inner conflicts arise out of the lack
of self-understanding.
Types of Meditations for Children:
0 Take the class out to an open air or a quiet place. Let them sit quietly and
listen to the sounds in the environment. This helps to develop awareness
towards the surroundings.
Making children sit quietly and to repeat in mind I am a peaceful soul.
Watching a tree with a silent mind.
Sitting quietly and concentrating on breathing in and out.
Looking at a flower and concentrating the mind on it.
Imagining a beautiful natural scene.
Imagining a trip in a strange land or garden.
Sitting quietly and experiencing the feeling of a noble human quality, such
as kindness, and joy.
Apart from experiencing inner calm and beauty of imagination, meditation

opens the door to understanding ones own thought process. It is this self-knowledge
that brings emotional maturity in us. As educators we have to find effective methods
of helping children to understand themselves better.
Intended Behaviour
Discipline in mind
0 Control of emotion
l Enjoying being calm
l Tolerance
0 Self-management
Discipline in physical behaviour
l Correct body postures
0 Calm manners
l Reduction of boisterous behaviour and over activeness
Discipline in speech
l Abstaining from trivial and meaningless speech
l Increased listening
l Pleasant words
l Soft speech
Increased awareness in action
l Mindful behaviour
0 Precociousness
l Realistic orientation
Con ten ted Living
l Joyfulness
0 Contentment
0 Simplicity
l Enjoying beingness in life
Hints for peace culture-building in schools
1. Respect students friendship. Facilitate them in appropriate ways such as
allowing friends to sit together. Encourage students to organize birthday
celebrations, class get-together parties and entertainment activities. However
they should be conducted in a simple and inexpensive manner in line with
the school tradition. Such socializing events create a happy and pleasant
atmosphere in the classroom.
2. Promote courteous behaviour in the classroom and school, e.g. greeting,
thanking, decent conduct, self-discipline, pleasant words, etc.
3. Encourage students to organize welfare activities for themselves.
.-
4. Provide opportunities for group interaction in the course of subject learning.
5. Respect and encourage honest expression of students opinions, needs and
feelings.
6. Integrate aesthetic activities, like singing, role-plays, playlets into lessons
so that learning will be fun.
7. Tell stories that bring insight and wisdom.
8. As a teacher be sensitive to the level of happiness in the class. If it is low
bring back happiness through humour, playing active games and other
means.
9. Organize community development projects, e.g. building a house for a poor
family, cleaning the village well, planting trees in the village, organizing
a medical clinic for the villagers.
.O. Organize religious talks on inner peace in school.
C
LEARNING ACTIVITIES
Discover Inner Peace
1. Walking Meditation
This is an activity about awareness, attention and soothing the mind
Level: Upper primary and secondary.
Curriculum concern: Religion/ when you want to do a stress-releasing exercise.
Objectives: 1. Learning the art of soothing the mind.
2. Learning to live with awareness and attention
3. Expanding consciousness
4. Experiencing inner joy of peace
Activity:
Take children out to an undisturbed place and let them walk up and down freely
keeping a distance from others. Tell them:
1. Do not talk or look at others.
2. Feel you are alone by yourself.
3. Relax and be quiet and serene in mind.
4. Walk very slowly. (5 minutes)
Instruct: As you walk be completely aware of all your body movements.
For instance: As you lift your foot in walking be aware that you .are lifting
the foot, when keeping the foot be aware that you are keeping the foot on
the ground and so on. As you are moving forward, be aware that you are
moving forward. In this manner be aware of all your body movements
however subtle they are. (10 minutes)
Discussion - Guide Questions
* Did you learn anything from the activity?
* What do you we mean by being aware?
* Did this walking make your mind quiet?
* What are the uses of being mindful and collected?
(Try this walking meditation whenever you can and see it helps you to
develop awareness.)
2. Watching with Silent Mind
This is an activity about awareness, attention and soothing the mind
Level: Upper primary and secondary.
Curriculum concern: Religion/ when you want to do a stress-releasing exercise

Objectives:
1. Developing a spiritual relationship with nature,
2. Learning to observe with silent mind.
Activity:
Step 1.
Take the children out to a silent natural surrounding and ask them to select an
object of nature such as a tree, plant, or part of the ground or even the sky or a
cloud.
Instruct: Leave the group and go to the object you have selected. Observe it
with a silent mind. Dont bring in thoughts. Just watch with full awareness. Observe
the colours, shape, liveliness of the tree or whatever objects you have selected.
Be alone with nature. Listen to the songs of the birds. Feel the freshness of
the breeze. Enjoy the warmth of the sunlight. Awaken your love for the earth, trees,
plants, and the sky, Feel that you are a part of the whole universe.
(10 minutes)
Step 2: Discussion: Guide Questions
.
After the activity discuss in class.
2. Is there a difference between observing with a chattering mind and observing
with a silent mind?
3. What did you learn from the activity?
4. How can you enrich your daily life from what you have just learnt?
3. Learning to Relax
This activity is a stress-releasing stress.
Level: Upper primary to upward
Curriculum concern: Religion/ Classroom management/ When you find children
restless and bored, the exercise helps them to regain normalcy.
Instruct: Sit on a chair or lie on the floor. Find the most comfortable
position. Do not move. Stay calm and still.. . . . .
When you feel well settled and relaxed, close your eyes. Focus your atten-
tion to the whole body. Stay for sometime. . . . . .
Say in mind: I am relaxing my body.. . . relaxing.. . relaxing.. deeply relax-
ing.....
Start relaxing the body from your toes. Focus attention on the toes and tighten
and tense them.. ..Then at once relax and let go the tension.. . . . .
Focus on the muscles of the legs.. . .Tighten . . .Relax.. . . . . .
Focus on the muscles of the abdomen , . . Tighten.. . . Relax.. . .
Focus on the muscles of the hand and chest.. . Tighten ..Relax.. .
Focus on the muscles of the neck and face.. ..Tighten . . . ..Relax.. .
Focus on the muscles inside the brain.. . .. Tighten . . . ..Relax.. .
Focus on the muscles of the whole body.. . . Tighten and tense.. . At once
drop relaxed. . . .
Say in mind: I am relaxing, relaxing deeply relaxing.. . . . .
Be completely aware and sensitive to the sensation and feelings of the whole
body.. .Stay calm and relaxed for some time (5 to 10 minutes)
4. Experiencing Inner Peace
This activity is about concentration of mind and turning the attention inward.
Curriculum concern: Religion/ Classroom management/ when you want children
to quieten down and feel peace within.
Objectives:
1. Learning to turn attention inward.
2. Understanding the process of soothing ones mind.
3. Discovering the joy within.
Activity:
Sit comfortably on your chairs. Dont lean against them. Keep your back
straight and well composed. Relax in body and mind. Calm down.
Let your body settle down gradually in stillness and silence. Close your eyes.
Focus your attention and awareness on the whole body. Feel all the sensations
arising from the body.
Now, slowly focus your awareness on the breathing. Let breathing take place
naturally, effortlessly. Concentrate on breathing in and out. Do not allow your mind
to be distracted with other thoughts and memories. Stay in concentrated on the
breathing in and out. Concentrate on the start, middle and the end of each breath.
If you find it difficult to concentrate at the beginning, you can start counting
breathing in and out up to 20 and go back. When the mind is tamed, then come
back to concentration.
Practise concentration for at least 10 minutes and then open your eyes and stay
relaxed for another few minutes..
Discussion - Guide Questions:
* How do you feel about the activity?
* Did you feel a sense of peace within?
* Was it easy to concentrate on breathing?
* Why do some find it difficult to concentrate?
* What did you learn about your self through the activity?
Note: Instruct students to practise this mind soothing exercise, daily in the morning
soon after getting up and in the evening so that they experience inner peace and
develop awareness and concentration.
5. Letting Go
This is an activity about stress-releasing.
Curriculum concern: When you want children to introduce a method of stress-
releasing.
Instruct:
Sit on a chair or lie on the floor comfortably. Relax deeply for some time.
Once you feel relaxed say in mind: I am letting go the entire burden on my
mind.
Recall all the worries, problems, fears and anxieties you have in mind one after
the other. Feel it. Accept it. Stay with it briefly and then say: I let go this worry
completely and the mind is now released and free. Do it until your mind is
completely empty and free. Enjoy and experience the sense of release and the
freshness.
6. Instant Peace of Mind
This is an instant meditation you can use to bring back your mind to peace when
you find yourself disturbed or enraged with anger.
Level: Upper primary and upward.
Curriculum concern: Religion/Whenever you feel that children are in an emotionally
disturbed and confused state of mind.
Objective: Coming back to ones peace of mind.
Instruct: Concentrate on breathing in and out and repeat mentally:
Breathing in I calm.
Breathing out I smile
Dwelling in the present moment
I know this is a wonderful moment
Thich Nhat Hang
7. Meditation on the Present Moment
This is an activity about living in the present moment.
Level: Secondary
Curriculum concern: Religion/ when you want children to settle down before
starting a lesson.
Objective: Discover the joy of living in the present.
Activity.
Sit comfortably. Relax and calm down
Realize that (by repeating the following sentences mentally)
l This is the present. I focus my whole attention on the present moment.
Living is always in the present
l This moment is new andfresh. It never comes again. Therefore it is precious.
l Living in the present is so good. There is great beauty in living in the present
moment.
l Living in this present moment is joyous. This is a moment of happiness,
contentment and peace.
When you have come into complete touch with the present moment stop
repeating. Enjoy living in the present moment. You can practise this meditation
sitting in the classroom, travelling in a vehicle or while relaxing on a chair
8. Meditation on Goodness
This activity is about discovering goodness.
to quieten down and feel good within.
Objective: Experiencing inner goodness.
Activity.
You may practise this meditation while sitting or walking. You can do it lying
down on bed just as soon as being awake in the morning or before sleeping at night.
P
Repeat calmly in mind until you really feel good.

l Living is good!
l Nature is good.
l Everybody is good at heart.
l Everywhere is good!
a Every moment is good!
l Every day is in eternity!
l I love life; I love all beings; I love the whole universe.
9. Meditation on Sharing
This activity is about feeling for human brotherhood.
to feel empathy with the whole of mankind.
Level: Upper Primary and Secondary
Objectives: Experiencing empathy
Activity:
Learn the following verse by heart and repeat it with loving kindness to all.
Share in the suffering qf others.
Delight in the joy of others.
Delight in the goodfortune of others.
View the losses of others as your
own loss.
Lin Ying Chang
10. Meditation on Being Awake

This activity is about sharing.
Curriculum concern: Religion/ when you are discussing compassion
Objective: Helping to start the day with compassion.
Activity:
Learn the following verse by heart and repeat it with loving-kindness soon after
you awake in the morning.
Waking up this morning, I smile.
Twenty-four new hours are before me.
-
I vow to live fully in each moment and

To look at all beings with eyes of compassion.
Nich Nhat Hang
11. Controlling Your Anger
This activity is about controlling anger..
Curriculum concern: Religion/ /When you are discussing the need for controlling
anger
Activity.
Learn the following verse by heart and repeat it when you find you are angry
until it goes away.
Breathing in, I know that anger makes me ugly
Breathing out I do not want to be contorted by anger
Breathing in I know I must take care qf myself
Breathing out I know loving kindness is the only answer.
Nich Nhat Hang
Find the evaluation instrument on the next page.
i
Period from to .__._. . . Teachers Self-Evaluation: Core Value: Discover Inner Peace
Media of Integration Effect on Childrens

Positive Change
Subject
behaviours attempted Language Social Physi- Arts Science Other Co-curri Class Teaching Perspect- Effective Not so
VT
o develop Studies cal Edu- Subjects Activity Mgt. Activity ive Effective Effective
cation
I. Disciplined in f f f f f f
mind f f f f f f
2. Disciplined in f f f f, f f
speech f f f f f f
3. Disciplined in f f f f f f
behaviour f f f f f f
4. Increased f f f f f f
awareness f f f f f f
5.Enjoys inner peace
Marking
= Discussed
x = Discussed with Activities
No. of times (Frequency)
Comments.. . . . . .. .. . . . ..................................................................................... . . . _. _. ..
Suggestions for professional development ..................................................................................................................
Suggestions for the improvement of the Guide .............................................................................................................
Supervisor
-
13
LEARN TO LIVE TOGETHER
Peace is to live together.
C
Objectives
l Prefers to co-operate rather than compete
l Develops processes within the group
l Shares resources within the group
l Participates constructively in group decision-making
a Abides by group decisions, norms, standards and responsibility.
Core Values
0 Co-operation
l Group building
Content
l Understanding the concept
l Working in groups
l Characteristics of effective groups
-,
l Group builders
l The need for learning co-operation
l Intended outcome
l Hints for peace culture-building
Learning Activities
4.1 My gift to the class
4.2 Mirroring
4.3 Constructing lines
4.4 Co-operative designing
4.5 Machine building
4.6 Birthday line
4.7 Making bonds
4.8 Number puzzle

4.9 Group race
4.10 Group tangrams

This theme basically presents the values of co-operation, coexistence, sharing
and solidarity in a world that is being pulled apart, by ethnic, religious, individualistic
and other separate forces. Learning to live together has been recognized and
declared as one of the four pillars of education in the Doler report on education
for the 21st century. Today ethnic, religious and other divisive ideologies justify
violence against man. Perhaps we inherit the divisive mentality from our tribalistic
instincts. Division leads to conflicts and ultimately to war and destruction.
Obviously, the world is shrinking into a global village due to the technical
advancements, which facilitate travelling, communication and transaction. Yet our
present mindsets are unable to accommodate the global unity of mankind. What
we really need is to enlarge our minds when the world is becoming small. Only
then can we capture the global human brotherhood. Unless we overcome the
tribalistic mentality of divisive tendency, we are as a species, doomed to extinction,
through destroying each other. By learning to live together we broaden our vision,
gradually move from self-centredness, to community, to nation and from there to
the global family. It also means to learn to co-operate and share with each other
and accept diversity and live in harmony.
Working in groups
A large part of our life is spent in groups. Inability to work in groups can make
ones life a failure at every level. Harmonious working in a good group is satisfying,
empowering and leading to growth, not only to the individual but also to the others
in the group.
Effective groups do not just happen. They are products of many internal factors.
Understanding how effective groups draw their strengths from internal dynamics
such as democratic process, co-operation and morale is interesting and also helpful.
How groups are formed
Mere coming together of individuals do not make a group. For a group to
emerge, the individuals should have a common goal. Then they should link together
in such a way as to achieve the goals.
When a number of individuals gather and form a group, they usually undergo
a phase of uneasiness, until they establish who should do what. This phase is called
the storming. However as they slowly establish norms, structures and procedures
the storming subsides and they start performing. A group is bound by three basic
Learn to Live Together 121
forces. They are the goals, and the task. The process includes the way of decision-
making, organizing, i.e. assigning roles and structuring communication. The task
is the challenge of the group. In fact a group is a tool, a set of individuals have
formed by linking together to perform a task.
Characteristics of effective groups
It is useful to know the characteristics of effective groups. They are
0 Cohesiveness: Members like each other. They are bound together in
agreement. There is mutual support or co-operation.
0 Goal orientation: Goals are clear and the group is confident of themselves
of the possibility of achieving them.
0 Standards and norms: They have established common standards and ways
of behaviour, participation and quality of products..
0 Affirmation: Acceptance, respect and expression of appreciation
0 Demarcate process. Decisions are made in participation of all the members.
There is equality of all the members. Members feel responsible to carry out
the decisions made in the group. They meet regularly, to discuss plans and
evaluate progress.
0 Regulation: There is consensus on policies and regulations. They feel
obliged to observe the rules and regulations of the processes.
0 Climate: The social atmosphere is healthy and conducive to productivity
and co-operation. They feel at ease to express their views, opinions and
feelings.
0 Leadership: Leaders are group or process-centred.
0 Pressure: A group performs effectively under a certain degree of pressure.
P It may come from the circumstantial demands, constraints of time, standards
and expectations. However the pressure should be reasonably bearable.
Creating such positive pressure is a function of the leader.
Group builders
As the group is gradually formed various roles emerge, by natural demands of
circumstances. Then the members tend to take up roles that suit them most. Such
roles are given below.
l Encourager reinforces productive behaviour.
l Process builder is concerned with the order of the procedures.
l Critic points out the weaknesses of procedures, peoples attitudes, behaviours
and the decisions of the group.
l Tense releaser eases tension by humour and by expressing Take it easy,
attitudes.
l Compromiser attempts to bring harmony by resolving differences and

conflicts arising within the group.
l Evaluator measures the accomplishments, effectiveness of the procedures
and suggests improvements.
The need for learning co-operation
Learning co-operation is gaining significance in the world of today for several .
reasons. There is growing individualistic, ethnocentric and other divisive forces,
which threaten the solidarity of mankind. Peace is living together. Teachers are
increasingly complaining of students selfish tendencies. Selfishness is to be
concerned exclusively with oneself by depriving others of their rights. An act of
a student who borrows the only available book recommended by the teacher from
the school library and keeping it extended for his exclusive reference typically
exhibits selfishness. Because in doing this he deprives the other students from using
the book. Unhealthy individualistic behaviours are increasing in school as a result
of social influence. Name-calling, put down, and bullying are examples of such
behaviours.
As children learn co-operation a warm and friendly climate emerges in the
classroom. Conflict and quarrelling are reduced. Co-operation in groups leads to
greater sense of equality of all. It also develops interdependence within the group
in place of egoistic independent tendencies. Today the world is getting interlinked
at all levels and increasingly becoming interdependent. Nations are realizing the
fact that they cannot stay isolated from the rest of the world. In the past nations
thought they could live independently in a complete state of self-sufficiency. That
notion is getting away in performance to interdependence of nations. All these
mean that mankind is entering into an age of common future. Learning co-operations
will bring about a generation who can contribute to the process of building the
common future for mankind.
A teacher has the responsibility to transform the class into a community, the
highest level of achievement of a group. Those who have positive experience of
co-operation within groups gradually extend the attitude towards the world they
live in. As mentioned earlier that the classroom will not naturally evolve into a
community. The teacher has to raise the community consciousness providing the
class experiences in co-operation and the understanding that the class is not a mere
collection of individuals, but a group linked together where everyones conduct
affects a!l.
Here the question arises, about the use of competition in the school. In learning
co-operation individualistic competition is not encouraged, where one attempts to
win, by defeating another. Healthy competition is competing against ones own
standards, time-constraints, lack of resources and difficult circumstances.
Intended outcome
Group building behaviours
- co-operation
- process developing in the group
- sharing
- group decision-making
- abiding by group decisions, norms, and standards.
Classroom practices
1. Discourage individualistic behaviour
2. Value co-operation
3. Develop group responsibility.
4. Evaluate group performance as well in the output./ Prefer to praise the group
rather than the individual
Hints for peace culture-building
1. Adopt democratic practices in managing the school and classroom so that
they serve as models for students in community building.
2. Form a students council where they can voice their needs and problems
to school management. The management can consult the student council
and work in collaboration, in developing policies affecting students.
3. Introduces co-operative learning methods in the class through staff
development. Encourage teachers to invent such methods.
4. Assign students additional responsibilities in organizing co-curricular
activities for the school, e.g. annual sport meet, art exhibitions. Such
entrustment provides them with experiences to develop skills in leading,
organizing, public relations, etc.
LEARNING ACTIVITIES
Learn to Live Together
1. My gift to the class

This is an activity about building a peaceful climate in the class.
Level: Secondary
Curriculum concern: Classroom management: When you begin a new class at the
beginning of the year.
Objectives:
1. Understanding ones own responsibility towards building a good social
climate in the class.
2. Deciding ones best way of contribution to it.
Materials: A blackboard
o Three or four Bristol boards
0 Platinum pens
Activity:
Say 1. This is our classroom. We can all make it nice and pleasant.
How are you going to do it? Lets talk.
2. We make it a happy place by good qualities we bring in, through OUI
behaviour and speech within the classroom.
3. Use your imagination. Think of the good qualities that our class should have
State one best quality you desire to have in the class. Lets make a list or
the blackboard, e.g.
- Unity
- Cleanliness
- Friendliness
- Caring for others
4. Now select from the list the quality you like to undertake to bring into
the class. Come forward and mark your name next to it on the
blackboard.
5. Copy the list of qualities with names neatly on the Bristol boards and paste
or fix them on the wall so that they remind you of your promise, e.g.
0
,.c
3. Discuss:
How to translate your selected quality into behaviour and way of speech.
Note: From time to time remind and get feedback from the class as to progress
of the climate building. Appreciate and reinforce students contributions.
2. Mirroring
This is an activity about discovering oneself through social interaction and
learning to be co-operative.
Level: Primary and secondary
Curriculum concern: Dancing/ Physical education: When you want do develop
refined body moments.
Objective:
* Expressing inner feelings through body movements.
* Encouraging the discovery of oneself through mutual interactions..
* Emphatic understanding.
Activity:
The children stand in pairs keeping their distance from others enough to make
free body moments. The pair stands facing each other. One takes the role of a mirror
A
image and the other that of a person who makes interesting movements in front
of a mirror. The mirror image imitates all the movements.
Examples for movements:
- Combing hair
- Powdering face
- Stepping forward
- Stepping backward
- Making a turn round
- Cleaning a mirror
- Appreciating a new dress
- Making different faces
- Miming
- Dancing I swaying /sliding
The roles reverse after a turn of five minutes alternately once a pair has
completed performance, they can disperse and form new pairs.
Note:
l Create interest by saying that the children are going to do an amusing and _
entertaining activity.
l Encourage the children to discover creative movements and move freely.
This activity has a cathartic effect in expressing ones emotions, moods and
fantasies.
l Music would naturally facilitate childrens rhythmic movements and heighten
their creative mood.
Discussion: Guiding questions/ instructions
* Did you enjoy the activity?
* Did you learn anything by doing this activity? If so, what is it?
* What did you learn while doing the activity?
* What work qualities and attitudes are necessary to work co-operatively with
another person?
3. Constructing Lines
This is an activity about experiencing the spirit of co-operation.
Level: Upper primary to upwards
Curriculum concern: Physical Education/when you want to give an enjoyable group
game.
Objective: Learning co-operation
Activity:
Take children into open air and divide them into two big groups. Ask each group
to construct a line using whatever materials they have in person. But they are not
allowed to get any materials outside. Nobody can go out of the group to collect
materials. The group that makes the longest line wins.
l How did your group feel at the beginning?
l As your line kept on getting long how did you feel?
Note: At the beginning children may feel perplexed as to how to construct lines
with materials without getting them from outside. However as they discuss in
groups they begin to realize that they can construct lines with their personal
possessions at hand like handkerchiefs, belts, shoelaces, etc.
Learn to Live Together 127.
4. Co-operative designing
This is an activity about co-operation.
Level: Upper primary and lower secondary.
Curriculum concern: Arts/when you want to develop creative imagination in children.
Objective: Leaning to work in groups.
Materials: A large paper for each group to draw and pastels
Activity:
Class is divided into five groups. They are asked to design a small town with
all the facilities. Then the group decides what kind of town they should design.
They draw it co-operatively. On completion the group presents their design to the
whole class.
Discussion:
l How did you work in-group? (Ask each group)
l Were there any members who did not contribute? If there were, what was
the reason?
l Do you argue for or against the following statement: A group can work
better than an individual. Have a small debate in the class.
Alternative topics for group drawing.
l Draw an unusual vehicle.
l Draw a monster.
l Visualize the meaning of a motto
5. Machine building
This is an activity about enjoying the spirit of co-operation within the group.
Curriculum concern: Physical Education/when you want to give an enjoyable co-
operative activity
Objective: Valuing co-operation
Activity
Divide children into groups of six. Each group has to make a machine with
each one playing a part of it. The parts should work as a whole. It can be a real
machine like a train engine, a clock, a crane or an imaginary machine. Let the group
decide it by discussion. -Then they demonstrate it. You can release groups one by
one to observe other machines.
Discussion
l What was the machine you built?
l Did the machine function well?
l How did you feel working together?
6. Birthday line
This is an activity about group problem-solving
Level: secondary:
Curriculum concern: Physical education/When you want to give an interesting
group activity.
Concepts: Co-operation and problem-solving.
Objective: Encouraging co-operative problem-solving
Activity
Ask the class to form a line, where each one stands according to their birth
months and days. Children born in January stand at the starting point and those
who are born in December stand at the end. They have to discover their right month
group and stand in order of the sequence of birthdays. However the challenge is
that they are not allowed to speak or whisper. They have to communicate non-
verbally, e.g. by finger movements.
After everyone has found the place in the line the teacher checks verbally
whether they are in the proper places.
Discussion; Guide questions.
l How did you find your place?
l What was the most difficult part of the activity?
l How did you manage to communicate?
7. Making bonds
This is an activity about unity and fun
Level: All Grades
Curriculum concern: When you want to build a feeling of unity in the class
Objective: Experiencing group coherence.
Activity
Divide the class into groups of 15 and let them stand in a circle, so as to touch
each others shoulders.
Ask children to discover at least 15 ways of making bonds as a whole group

by linking hands in various manners, e.g. making a circle by
- Joining hands
- Linking hands over others shoulders
- Putting hands around the waists
- Putting ones hand under the armpits of those who stand beside one and
joining ones own hands with them.
Activity 2.
Help children to make a human bond by joining hands in the following manner.
Let each child put his hand under the armpits of those who stand beside him. The
child, with his left hand holds the right hand of the one who stands on his right
side. Then he, with his right hand holds the left hand of the one who stands on
his right side. Having made this human bond let the children enjoy it for some
time.
Discussion (while they are in the knot)
l How do you feel now?
l Do you perceive your friends in the same way before or do you perceive
them differently?
l What did you learn by engaging in this activity?
8. Number puzzle
This is an activity about co-operative problem-solving.
Level. Upper primary and lower secondary
Curriculum concern: Mathematics/when you want to improve skills in addition.
Objective: Experiencing working in groups
Activity.
Write above the number puzzle on the board.
Divide the class into groups of six. The sixth one becomes the observer. The
other five in the group have to solve the puzzle by dividing the square into four
parts, each containing numbers totalling 15.The observer makes notes on each ones
behaviour in the group.
On completion find out how each group has done it. Ask the observer to present
his/ her study of the group behaviour.
Discussion:
l Did everyone participate?
l Did you enjoy working together?
l What did we learn from the group work?
The solution
2 4 3 2. ; 3.
----- .-----
3 2 1 1
4 3 -I-L11---
112 12
---.- I
I
22 4,3;2
---_-------mm-.
41 1 2 3
Note: You can make the puzzle easy or complicated depending on the children.
9. Group race
This is an activity about co-operative and creative problem-solving.
Curriculum concern: Physical education/ when you want to play an enjoyable group
game.
Materials: Large newspaper double sheets for each group.
Activity:
Divide the class into groups of six and give three newspaper sheets to each
group. You need an empty open hall. Mark a starting line at one end and a winning
line on the other end for a race. Ask each group to stand on the starting line one
after the other. They have to start the race by placing one sheet on the floor and
all getting on to it. To move forward they have to place the sheets on the floor
and all getting on to it. The group that comes first to the winning line wins. Tell
them that they can find out other ways of walking on the sheets.
Discussion: Guide questions:

l How do you feel about the activity?
l Did your group perform well?
l How can you improve the group performance further?
10. Group tangrams
This is an activity about co-operative problem-solving.
Curriculum concern: Drawing/Mathamatics/When you want children to familiarize
themselves with geometrical forms.
Materials: One set of tans for each group [A tan is a part of a silhouette, which
may take the form of an animal, man, tree, vehicle, etc. You can cut out tans from
cardboard. A tangram has more than one solution]
Activity:
Introduce the puzzle. A group has put together the tans and make a meaningful
shape. The activity is similar to solving jigsaw puzzles.
Divide the class into groups of six. One of them takes the role of the observer
of the group performance. Give each group a set of tangrams. The group that
completes first wins.
l What are the observations made on the group performance?
0 How can you improve group performance?
Instruction to prepare tans
-
Cut a cardboard into a square. Then cut into small pieces as shown in the
diagram. With these tans you can make different tangrams [See the overleaf].
Examples of Tangrams
F
Period from . . . . . . . . . to . . . . ... Teachers Self-Evaluation: Core Value: Learn to Live Together
Media of Positive Effect on Childrens
Integration Integration change Changes
Sub.ject
Ittempted Effective Not so
Language Social Physi- Arts Science Other Co-curri. Class Teaching Perspect- Very
o develop Effective
Studies cal Edu- Subjects Activities Mgt. methods ive Effective
cation
1.Concem for f f f f f f f f f
environment f f f f f f f f f
2. Affection for f f f f f f f f f
Nature f f f f f f f f f
3. Preserves natural f f f f f f f f f
resources f f f f f f f f f
4. Values f f f f f f f f f
simple life f f f f f f f f f
Marking
= Discussed
Comments... . . . . . . . . . . . . . . . . .. . ... . . . . . . . . . . . ....................... ............................................................... . . . . .. ... ... ...
Suggestions for professional development.. . ... . . . . . .. . . ... . . . _. . . . . .. . . . . . . .. . . . . . . . .. . ...
Suggestions for the improvement of the Guide.. . ... ... . ... . . .. . ... .. . .. . . ... ._. _. . . . . . _. . . . . . . . . ... . .
Supervisor
14
RESPECT FOR HUMAN DIGNITY
What man has done to man has no limit. He has tortured him, he has
burned him, he has killed him, he has exploited him in every possible
h
way-religious, political, economic. This has been the story of man to
man; the clever exploit the stupid, the ignorant.
J.Krishnamurti
Objectives
l Concerns for others rights
l Tolerant behaviour towards diversity of views, culture, and beliefs.
l Responsible performance of ones social roles
l Translates human rights into social reality
Core Values
l Non-violence
l Kindness
l Empathy
l Equanimity
Content
l Education for human rights
l Intended outcome
l Hints for peace culture
Learning Activities
1. Identifying my responsibilities
2. Building a new society
3. He is my brother
4. Why do I love my family?
5. Trust walk
6. Exclusion
134
7. Exploring stereotypes
8. Children against toy weapons
9; Understanding gender roles
10. Understanding the Declaration of Human Rights

The tradition of human rights concepts is as old as human civilization. Every
society had varying norms to protect human life and dignity. Great religions
strengthened the traditions.
Human rights can be broadly defined as those rights which human beings are
entitled to which no one can deprive them of. They are a set of guarantees that ,
ensure not only living but also those basic conditions to live with dignity as a human
being. They are designed to protect individuals from the threat to life and human
dignity With the growth of the power of states, complexity and stratification of the
society, such a set Oi guarantees was necessary.
The Declaration of the Universal Human Rights by the United Nations
Organization is a moral victory of mankind as a whole in recent times. It is the
culmination of the moral values that all religions advocated from the beginning
of history. Now for the first time in history the whole wcvld has accepted a set of
rights applied to every human being, irrespective of nationality, religion, sex, social
status, occupation, wealth, property, or any other differentiating ethnic, cultural, or
social characteristic. The declaration begins with the article;
All human beings ure born free and equal in dignity and rights. They are
endowed with reason and conscience and should uct towaids one another
in a spirit of brotherhood.
The purpose of the declaration is obviously to provide a global foundation to
protect human dignity. It subsequently initiated various States to adopt and enlarge
the principles of human rights in the Constitutions. Many codes of rights, like
Arrican Charter on Human and Peoples Rights, European Convention on Human
Rights and American Declaration of Rights and Duties of Man sprang up following
it. The declaration also led to include principles of human rights into various
sections of public laws, such as race equality, sex discrimination, and court procedures.
The declaration covers right to life, liberty, and security of person. Slavery,
torture, cruel punishment, arbitrary arrest and detention, and invasion of privacy
and family are banned. Due process of law is guaranteed using such principles as
innocent until proved guilty. Freedom of thought and speech, conscience and
religious beliefare accepted. Private ownership of property, freedom of movement,
right to employment, health and education are also guaranteed. The Declaration
covers such major areas like survival, dignity, political action, culture, and economic
Respectfor Human Dignity 135
and social rights. However the convention in the present form may not be perfect
according to certain cultural perspectives because of the strong Western cultural
influence in their make. At least, it has got to be accepted as a set of minimum
moral standards required by all cultures.
Developing consciousness of rights is important in that they are strong factors
in peace. Most of the conflicts arise from violation of human rights.
Mere acceptance of the rights nationally or internationally alone is not sufficient.
The political, cultural and economic diversities of the globe are so complex and
therefore there is a need to have determined action to make human rights a reality
in the societies. It is the responsibility of every citizen, government and civil
organization to secure them.
Education of Human Rights
Schools have the responsibility to educate the next generation on human rights
and inculcate the basic values imbedded in there. Although many curricula have
it as a unit generally it is taught only at the cognitive level. Such academic learning
has little impact on the actual behaviour. Merely memorizing the articles in the
convention does not go far. What is necessary is to help learning them in a manner
that the respect for human dignity is internalized and be a part of ones character.
We have yet to search for effective methods of teaching human rights.
One of the critiques of the present approach to teaching rights is that it ignores
the responsibility side. In the West we see the overstress for the rights has led to
imbalance of civic consciousness and human relationships. Campaigns that propagate
human rights rarely speak about duties that go with them. Therefore the message
that people get is Fight for your rights; neglect your duties. In the Orient the
emphasis is always given to ones duties before rights. There is an interesting
Buddhist discourse called Sigalowada Sutta, which reflects the Oriental attitude to
rights. Therein the Buddha explains that parents are bound to do their rightful to
children when children perform their duties to parents. Masters are bound to do
their rightful to workers when they perfarm their duties to masters. One has to earn
ones rights by performing the duties. They are inseparable as the two sides of the
same coin.
Children, especially in primary grades may find it difficult to grasp the concepts
involved in human rights, Their ability to understand abstract concepts like rights,
freedom is yet to develop. Learning human rights should begin with understanding
them in daily experiences of the personal life of children. For instance:
l Standing in a queue for ones turn
l Keeping promises
l Returning a debt in time
--- -
l Helping the injured and sick

l Keeping the public places clean
l Not encroaching on others property
Sharing experiences of such familiar situations are helpful.
Individual introspection under such circumstances is encouraged. The teacher
opens up students to discuss, share their feelings and thoughts. The experiences
are interpreted and judged by the principles of human rights, equality and justice.
The basic approach adopted here is to develop sensitivity to deep suffering
experienced by human beings in situations where their natural rights are deprived
of. For instance, the feelings of being socially rejected are recognized. Along with
the development of affective feelings of deprivation students begin to broaden their
consciousness and change their attitudes towards the necessity of respecting and
protecting human dignity. Building on that issue of the rights of women, children,
minorities, religious sects, refugees and various other social groups could be
discussed. The notion of rights needs to be extended to the animals and from there
to Nature as well. Peace recognizes and respects life in every form.
As you move forward, you begin to see every right arises from a basic human
need. For example, the right to education has that education is a need in man. Thus
denying him an education is violating a right. All violations of human rights are
violent acts, because they involve depriving a person from fulfilling his need.
Taken as whole all the rights as expressed in the articles provide the foundation
for democracy. In short, democracy is the governance that ensures human rights.
Democracy is the process of ensuring and securing human rights. It is basically
a conflict resolution process. Peace arises from the proper functioning of democracy.
In other words, peace in a country is the product of democracy.
Intended outcome
Concern for equality id justice
o Respect for others rights
l Concern for others feelings and needs.
l Respectful and decent behaviour to people even under provocative situations,
e.g conflict.
Democratic conduct
l Tolerance and respect for diversity, in views, culture, and beliefs.
l Identifying the types of human rights violations in social issues/situations.
Responsible beltnviour
l Responsible performance of ones social roles
Ability to apply and translate human rights into social realities
Respect,for Human Digniry 137
Classroom practices
Use examples of characters and incidents found in the texts to discuss the
issues of human rights.
Collect cases of violation of various types of rights from the current news
report. Use them as case studies.
Let children identify a current violation of a human right in their community.
Facilitate a discussion to analyse it, and decide what actions could be taken
to rectify it.
Use the human rights perspective in a different subject context wherever
relevant, e.g. in analysing a historical event, in appreciating prose, a biography
of a great person, or a drama.
Use human rights values and principles in dealing with problems in classroom
management.
Broaden the views of human brotherhood in discussing diversities of human
cultures.
Encourage seeing the global interlink in the world in our daily life, e.g. the
food we eat, clothes we wear, etc.
Hints for peace culture-building
l Initiate a tradition of respecting children and their rights. Eliminate practices
of physical punishment. Adopt positive disciplinary methods such as methods
of reinforcements.
LEARNING ACTIVITIES
Respect Human Dignity

1. Identifying my responsibilities and rights
This is an activity that helps to understand ones responsibilities and rights.
Curriculum Concern: Social studies/ when you discuss rights
Objective: Understanding ones responsibilities and rights in different situations.
Activity:
Discuss the need to know ones rights and responsibilities in various situations.
Take a situation for study, e.g. going on an education tour.
Brainstorm responsibilities and rights you have as a student in a school education
assigned to me. List the responses from the class, e.g.
Responsibilities Rights
* To perform duties assigned. * To renrind others in my group of their

duties when necessary.
* Not to disturb others rest. * Not to be disturbed by others.
* ......................... * . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .
Develop the list as much as possible

l What can we recommend from our analysis?
l How rights are related to responsibilities.
2. Building a new society
This is an activity about understanding the need of human rights for a society.
Curriculum concern: Social Studies/ when you want to introduce the concept of
human rights.
Objective: Understanding that human rights lay the foundation for a democratic
society.
-
Activity:
Present the following imaginary situation:
A country is having a protracted internal war. The community life is increasingly
affected and the country is reduced to a lawless land. People have no protection.
There is a small fertile island two honeyed kilometres away from the mainland.
A large group of people leave the country and go to settle down in the island with
the intention of living in peace.
These people as soon as they settle gather at a meeting to establish a government.
They work out a constitution for a new government. They appoint a commission
to prepare the constitution for a peaceful and just society, where people can live
in dignity and freedom.
Now you are that people. Appoint a commission of three persons. Others
present their vision and dreams of their new government.
Step 1: Students appoint a commission. Others divide into groups of five. Each
group decides on making five proposals and presenting them to the committee. The
chairman conducts the interview with each group with the help of the other two.
They question the principles, values, rights and viability of the proposals. The third
person in the committee plays the role of devils advocate, i.e. as a person who
argues against the proposals. The groups have to argue for their case.
This activity can be continued for several sessions.
Discussion :
1. What were the human rights proposed by the groups?
2. Tell us one thing you learnt from the activity.
3. A demarcated society is based on human rights. Comment.
C-
3. He is my brother.
This is an activity about human brotherhood.
Level: Lower primary/primary.
Curriculum concern: Environmental Studies/ when you want to discuss and focus
on people in different countries.
Objectives Valuing human brotherhood.
Activity : Narrate the following story.
Once upon a time, a teacher asked his pupils. How do we know in a night that
morning has dawned?
The students thought for a while.
When I can see a tree, said one.

When I can see a road, said the other.
When I can see an animal, another replied.
The teacher was not happy with any of the answers. Finally he said, Ill tell
you. We know that morning has dawned, when you can see another human being
as your own brother.
l What is the moral of the story?
l Why people in different countries look different in their colour, language
and ways of behaviours?
l Why should we respect all human beings, in spite of their colour, social
status, nationality, religions and other differences?
l How should we behave towards other people?
4. Why do I love my family?
This is an activity, about the rights of family.
Level : Upper primary
Curriculum concern: Environmental Studies/ when you discuss that the basic unit
of society is family.
Objectives: 1. Valuing human family.
2. Understanding the significance of family.
Activity :
Step 1. Draw students attention to the importance of family.
Discuss the benefits they enjoy within the family.
Identify the significance of the family in relation to society.
Step 2. Students work in groups and prepare a list of suggestions of how society
should protect families. They present their suggestions.
Discussion: Build on childrens suggestions.. Bring into attention, any aspect
they havent considered.
5. Trust Walk
This is an activity about building trust and experiencing dependency
Level: Upper primary to upward.
Curriculum concern: Physical education / Social studies/when you discuss privileges.

Materials: Big handkerchiefs big enough to blindfold. One for each student.
Objectives: Building trust
Experiencing dependency.
Activity:
Take children outdoors to a safe place. Let them pair with one another. One
child is blindfolded. The other child leads him around, without touching. He/ she
takes the other through exciting experiences allowing to touch, smell and guess
various objects in the surroundings. The leader has to take care of the blindfolded,,
avoiding falling on and collision against objects.
Then they exchange roles.
Discussion: Guide questions.
l How did you feel when walking blindfolded?
l When do people experience such feelings in life?
l How did you feel when leading the partner?
l What were your responsibilities in leading the blindfolded?
6. Exclusion
This is an activity about understanding the nature of being excluded.
Level: Secondary.
Curriculum concern: Exploring the nature of social exclusion.
Activity:
Students sit in a circle on chairs. A group of five students are asked to go out
for a while. In their absence, their chairs are removed and the class starts singing
a song. Those who went out are asked to come back while the class is singing.
Purposely the rest of the students do not pay attention to them. They are made
to feel excluded.
l What happened here? (Tell the five students the exclusion was done purposely
to provide a learning experience).
l How did you feel being excluded? (Question everyone, students excluded)
l Have you experienced exclusion before? If so when? Relate your experience.
l What are the situations where people feel excluded?
l Complete the sentence. Ifeel excluded in school when .............. (Every
student fills the blank).
7. Exploring stereotypes
This is an activity about sexism.
Level : Upper secondary.
Curriculum concern: Social Studies/ when you discuss gender issues.
Objective: Understanding sexism.
Activity:
Explain the meaning of stereotype: It means an over simplified fixed
generalization or image constructed about people.
Examples for stereotypes of sex roles.
l Sons are more important than daughters.
l Boys need more independence than girls.
l Boys are more intelligent than girls.
l Parents property should go to the sons.
l Girls should get married as early as possible.
Explore the sex role stereotype thinking about boys and girls found in your society.
Discussion : Guide Questions
l Are the assumptions about girls true?
l Are the assumptions about boys true?
l Why girls are discriminated against traditionally?
l Should women be subordinated to men?
0 The purpose of discrimination of women is to exploit and repress them.
Discuss.
l How are women exploited and repressed in traditional societies?
l How do we get rid of sexism?
8. Children against toy weapons
This is an activity of developing a childrens movement against gun culture.
Level: Lower secondary
Materials: A few toy weapons.
Objectives: Creating attitudes against use of weapons.
Activity:
Step 1.
Draw childrens attention to the destruction of wars. List them as extensively
as possible.
Then show a few toy guns briefly and ask the class how they affect their minds.
(Expected responses)
l You learn to enjoy shooting.
l You begin to thinking shooting is an heroic act,
l I begin to love weapons.
Conclude from the responses that the use of toys develop aggressive attitudes
in children.
Discuss what Jesus Christ said about weapons.
i.e. : Those who take weapons are destroyed by weapons.
Explore new ways of saying the same message.
Step 2.
Let children form a movement Children Against Toy Weapons (CATW). They
appoint office bearers and a committee. They draw a constitution for the movement;
identify objectives and a course of action.
Examples for activities.
a Awareness raising against toy weapons within the school and community
through posters, meetings, lectures and pamphlets.
l Organizing childrens rallies.
l Linking with other schools.
l Symbolic destruction of toy weapons by public demonstration.
l Appealing to shopowners not to sell toy weapons.
l Appealing to parents not to buy toy weapons for their children.
9. Understanding gender roles
This is an activity about gender relationships.
Level: Upper secondary.
Curriculum concern: Social studies / when you discuss gender problems in society.
Objective: Reflecting upon ones gender roles.
Activity:
The class is divided into single sex groups, e.g. three girls groups and three
boys groups.
They go to the groups and discuss their responses to the following questions
(Questions can be written on the board)
1. How do we feel like being girls / boys?
-.-
2. What experiences make us happy as girls/ boys?

3. What experiences make us sad as girls / boys?
4. What are the types of behaviour we appreciate in the opposite sex?
5. What are the types of behaviour we do not appreciate in the opposite sex?
6. How can we build good relations as girls and boys?
The responses of the groups are presented in the plenary group. The good points
in the presentation are appreciated and valued at the follow-up discussion
10. Understanding the Declaration on Human Rights
Activity
After the basic study of the Convention on the Human Rights, write the
following five categories on the board.
1. Right to life
2. Right to equality
3. Right against servitude, and torture
4. Right to education
5. Right to culture
6. Right to political decision-making
Divide the class into six groups and assign each group one topic. They have
to find articles that fall under the topic.
On the completion of the activity they present their findings followed by
discussions.
This activity can be continued with other types of categories of rights.
Find the evaluation instrument in the following page.
Period from . . . . . . . to . . . . . . . . . . . . . . . Teachers Self-Evaluation: Core Value: Respect Human Dignity Core Value : Care for the planet

Integration integration change Changes
Subject
Utempted Language Social Physi- Arts Science Other Co-curri Class Teaching Perspect- Effective Not so
Very
o develop Studies cal Edu- Subjects Activities Mgt. methods ive Effective Effective
cation
I. Concern for others f f f f f f f f f
rights
2. Tolerant behaviour f f f f f f f f f
of diversity
3. Responsible social f f f f f f f f f
roles
4. Applies to Human f f f f f f f f f
Rights
To practical situations f f f f f f f f f
Marking
= Discussed
Comments.. . .. . .. .. . .. .. ... . ...................................................................................... . . . _..
Suggestions for professional development.. . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. . . . . . . . ... ... . . ... .. ... .. . . . .
Suggestions for the improvement of the Guide.. . . ... ... ... . . . . . .. . . . . . . . . .. . . . ... ... ... .. . ... . . .
Supervisor
15
BE YOUR TRUE SELF
To be that self which one trdy is
Soren Kierkegaard
Objectives
l Stands for ones rights
l Stands for justice
l Acts with emotionally maturity
l Goal-oriented behaviour
l Self-disciplined behaviour
Core Values
l Assertiveness
0 Will
l Self-Understanding
Content
l Assertiveness
l Know your personal rights
0 Learn effective ways of asserting yourself.
l Intended outcome
Learning Activities
1. Discovering myself
2. Understanding my fears
3. My greatest fears
4. Myself in animals
5. To compete or co-operate
6. Characteristics of submissiveness
7. Ccnsequences of being aggressive
------ ---
8. I am O.K. You are O.K.

9. Practising assertive skills
10. Learning to respond assertively
11. Speaking out
12. Learning self-discipline
This theme is primarily concerned about the self-development of students. To
live successfully they have to be unique persons. Education should help children
to build themselves as persons through such self-empowering processes such as
guidance, inspiration for higher life, self-understanding, and skill training. Though
the school personnel reiterate the importance of individual differences yet at the
practical level they stress the uniformity. The examination of subject orientation
teaching has very little self-developmental value in children expect broadening of
perception in the frontiers of knowledge
The meaning of self-development can be defined broadly as the continuous
conscious process of discovering, awakening and improving ones inner potentials
related to the achievement of self-actualization. In short, it is an attempt to be an
authentic person.
Under this theme many important aspects and concepts of the personality can
be discussed in relation to education. Examples for such topics are:
l Assertiveness
l Nature of human will
l Self-understanding
l Mental health
l Leadership
l Communication skills
This unit discusses the first three topics as models.
Assertiveness
Assertiveness means standing for yourself in difficult situations, through honest
and direct communication of your needs, feelings, concerns and positions. Examples
for such situations are when you are:
* pressed to give into another unfairly
* treated unfairly
* being put down by another
* being criticized unfairly
* being subjected to manipulation against your conscience
Be Your True Self 149
or when you want

* to deal with the anger of a person
* to give criticism
Assertive skills are essential in effective conflict resolution. When a person
lacks such personality skills obviously he or she loses self-respect, gives in as a
loser and admits defeat. In developing skills of being assertive, one has to follow
the procedure given below:
Identify situations appropriate to be assertive
An example: Suppose you are travelling in a long distance train. You want to
visit the toilet and you keep a handkerchief on the seat and leave. On return you
find a stranger sitting there. Now how do you respond to the situation?
The impulsive drive is either to react aggressively or feel self-defeated and
passively accept the situation. In being aggressive one tends to put up a fight,
threaten or manhandle the person. Assertive behaviour in that situation will be to
act as an adult in a mature way. For instance, you can approach him and say, Sir,
this is my seat and I kept a handkerchief on it and left for the toilet. Now I want
it back. (Of course if that person is sick or fainting or having a special need the
case is different!) In asserting you speak in a non-threatening and decent manner
with respect to the person concerned.
As well as identifying the appropriate situations one needs to identify the
appropriate degree according to the sensitivity of the person or situation. Because
over assertiveness may be experienced as being rude.
Learn your personal rights
In essence being assertive is the courage to be your true self. This is an exercise
in building yourself as an authentic person. In this regard it is useful to know ones
personal rights. As a person you have the right to
1. Do anything, which does not violate the rights of others.
2. To be assertive on non-assertive.
3. To make choices.
4. To ask questions.
5. To change your opinions or convictions.
6. To control your body, time and possessions.
7. To express your opinions, beliefs and feelings, including anger.
8. To think well of yourself.
9. To make requests.
10. To have needs and desires.
11. To get information.
12. To have goods or services to your satisfaction for the money you have paid.
13. To say no without feeling guilty or selfish.
14. To be treated with respect and consideration.
15. To make mistakes.
16. To be independent.
You can think of many other rights to add to the list. The above listed personal
rights have evolved in the West. Personal rights may differ according to the cultural
outlooks. And therefore your personal rights have to be identified in the light of
the cultural context of your society. It is necessary to keep in mind that every right
implies a responsibility too, and you have to respect the assertive rights of the other
person as well.
Learn effective ways of asserting yourself
One practical way of learning to be assertive is to follow a successful persons
living example. Every group or organization has such personalities. To reiterate to
be assertive is to be able to express yourself clearly, directly and appropriately so
that the other person understands your needs, feelings, and concern with regard to
the issues at conflict. The strength of character arises when you become who you
are, not when you try to be who you are not.
For being assertive one needs to develop a special body language, e.g. by the
way one stands, sits, walks and so on. People create an impression on us first of
all from our physical appearance, i.e. posture, eye contact, facial expression, gestures,
and voice. For instance, suppose you go into a party. You dont know most of the
people and you feel alone. You tell yourself that no one is interested in talking to
you, that no one finds you interesting. Now you convey this feeling of self-
defeatedness through your body language, through your whole way of being. The
result is self-predicting and naturally others tend to distance themselves away from
you. Submissive people seem to think that others take it upon themselves to look
after your needs and protect them. The affection others have for a submissive person
soon wears out.
In the face of difficult situations, especially in a conflict, being assertive
involves the following process.
* Preparing the appropriate message briefly, unreproachfully, and effectively
* Speaking out ones genuine needs and feelings in a manner conducive to
resolution
* Observing silence (being silent allows the other person to think about what
you said or think of a solution.)
* Reflective listening to others defensive response
* Reasserting the message without emotionally reacting or debating
* Observing silence
Be Your True Serf 151
* Keep to the issue

* Negotiating the appropriate solution and work out a solution
An effective method of assertion is I message. It simply means to state the
problem as the speaker sees it and how he or she feels about it, e.g.
* I cannot agree to that suggestion.
* I feel hurt when you let me down in that manner.
* In principle I cannot agree with you.
* I like to see you now in your seat.
* When you put on the radio so loud I cannot do my studies here.
The last form adds more weight if it also can include your suggestion as what
to do. Take for instance the following situation. In a public vehicle a commuter
sits next to you and smokes. It is prohibited but he does. You can say:
l Sir, you are smoking sitting next to me (Objectively stating what he is
doing)
I feel inconvenient and find travelling difficult (I Message where you state
the issue from your side)
I would appreciate it if you could stop smoking in the bus (your suggestion)
There is no blaming or accusation involved in such expressions. It clearly
expresses ones need. Learning to express ones need is a part of assertion.
Assertive techniques are useful in expressions of refusal and disagreement in
many social interactions. Study the following instances.
Direct rqfusal. Say No I dont want I cannot directly, e.g.
1. A: Buy a ticket
- B: No I dont want one.
A: Could you lend me your bicycle?
B: Sorry. I never lend that to anyone.
To protect and preserve your personal freedom you have say No to many
requests. To protect Yes you have to say No. If you want to say, Yes
to examination you have to say No to time wasters.
Reasoned refusal: Say No and give a very succinct explanation of your reason,
e-g
1. A: Could you come with me?
B: No. Not now. I have do some important work right now.
A: Show me your answer (in a class test)
B: No, I cant. It is wrong in a test.
h
Kind refusal: Respect the other persons request, listen to him with empathy and
then say No.
1. A: Please buy a ticket for the drama.
B: I appreciate your organizing this drama in town. But I dont feel like
going to a drama just now. Thank you.
2. A: Have a smoke. Take this cigarette. Dont refuse my request.
B: Thank you for offering. As a principle, I dont smoke. Dont push me.
Playing the broken record: Repeat your statement of position and maintain your
refusal. This technique is effective when the other person is not acknowledging
your refusal. He keeps persisting with his demand.
A: You must join our organization,
B: Yes I see that you want me to be a member in your organization, Thank you.
But I am not inclined. No. I dont want to.
A: No you must.
B: No I dont want to.
A: No you have to. We want you.
B: Please I told you that I dont want to.
Assertiveness encourages forwardness in social interactions. Hesitancy and
shyness indicate lack of self-confidence. An assertive person can start social
conversations with strangers with an air of ease and even face embarrassments with
adult maturity.
Certain situations demand self-disclosure. Since an assertive person is genuine
and open in his transactions, he or she can frankly disclose self-appropriately. Self-
disclosure is best when it is:
* To the right person
* To the right degree
* For the right reason
* At the right time
* In the right place
For genuine expression of affection, warmth, friendship, love and appreciation
one needs assertive capacity. They do not flatter. Their appreciation is honest and
true to heart. Learning to express affection is an important social skill and should
be part of language training as well, e.g.
* You are a wonderful person.
* I feel appreciated because...
* I am so happy with the new tie you bought me.
* I am so touched that you came to see me in the hospital.
Naturally such affective expressions build self-esteem, foster and reinforce

behaviours we appreciate in others. They also strengthen good relationships.
A question may arise here as to the connection between being assertive and
being peaceful. Peaceful living never meant to be Letting others to wash their
hands on your head as it says in a Singhalese folk idiom. Obviously a peace-loving
person is not submitting himself to unfair demands of others. Nor does he allow
himself to be manipulated by others. To live peacefully you need to have the
strength of character to say No when necessary.
Submissiveness is as bad as aggressiveness. In fact it is the other side of being
aggressive. A very interesting observation has been made on the connection between
these two extremes. You may observe that many criminals have submissive characters.
But inwardly they are aggressive. Submissiveness serves as a mask to cover the
aggressive nature within. Since submissive persons are potential aggressors, they
cannot be trusted.
Another character that we need to identify here is the manipulator. He uses
others shrewdly for his own benefits. He hides his true feelings with vicious
motives. In this respect being assertive is a healthy attitude which expresses openly
ones feelings, especially in saying no , I cant, I dont want to, etc. Such honest
behaviour is helpful for conflict resolution. And balances human relationships.
Will
Will is generally thought of as a stern determination built by a person to achieve
his personal goals. Accordingly such a will is stubborn and forbidding thought that
represses a subtle and sensitive aspect of life. However on a closer investigation
the picture changes and broadens.
Then we begin to see will as an intrinsic potential power lying in our depth
of consciousness. Roberto Assagioli( 1988)says that the development of will follows
three phases:
1. Recognition that will exists.
2. Realization of having a will.
3. Being a will.
Most of us live without realizing the immense power lying within us. As
frequently seen people discover their will under a threat of impending danger. The
will may be discovered by the insights of self-understanding in meditation. At
present our true will is covered by a veil of the easy-going attitudes we have created
through dependence on others. Unfortunately, we have identified ourselves with
that mentality. We allow our life to be led away by it.
When the true will is awakened it provides impetus to action to achieve the
desired goal. Will also provides insight into the strategic and creative problem-
-
solving. Will activates all the strengths within us necessary for the achievement
of the goal. Assagioli says will is intrinsically good. Will is there in us to progress
in the right direction in life. If it is directed in the wrong path, for example as Hitler
did, then the will loses its intrinsic wisdom, making the person a brute leading
himself to destruction along with others. Man is naturally endowed with a positive
direction.
Will has many positive qualities worthy of inclusion into the process of self-
development of children. Consider the following qualities
Strength of character
Self-discipline
Attention
Determination
Decisiveness
Persistence, endurance, patience
Courage
Organizing and managing
Will also has a spiritual dimension as evident in great spiritual persons and
philanthropists. They draw energy to work tirelessly to help mankind from the
spiritual dimension.
On a practical level will drives us to plan, organize, lead, control, and co-
ordinate in order to achieve our goals. Children should develop such skills as well.
A person of will lives within a well-defined conscious life programme. He also
retains his determination through all the stages of the operation, however complex
or tempting they are.
Self-Understanding
One of the significant functions of the human intelligence is to look within and
understand ones own process of mind. If not for this special ability man would
have been a slave of his own blind instinctual drives and impulses. Self-understanding
is to look within and observe, probe, examine, inquire the conditions and processes
that dictate our behaviour. Such understanding builds self-knowledge, that guides
us to wise action. In other words, self-knowledge produces wisdom. Wisdom
flashes in us as insights. Self-knowledge also fosters our inward growth and it leads
to the discovery of the true self.
Reductionist and materialistic views predominated at the beginning of the 20th
century looked down and held in contempt introspection as unscientific. However
as the psychology expanded its frontiers, the narrow materialistic views are losing
ground rapidly today.
How can self-understanding help, facilitate and improve childrens personality
development and effective learning? First of all the childs intelligence is distorted
by self-centredness. According to J. Piaget, self-centredness is the inability to

discern reality from imagination. As the children develop in self-knowledge, their
self-centredness diminishes.
The child needs to be helped to grow emotionally. One of the serious problems
in human interaction is peoples emotional immaturity. The emphasis on intellectuality
in academic learning represses emotions within. Peace education tries to bring in
emotional or affective learning and cognitive learning together in harmony. When
childrens positive emotions are tapped the impetus for learning is increased in
many forms such as participation, creativity, interest, and commitment. Emotion
has its own intelligence, which is still to be properly understood by educationists.
In fact as educators we shy away from students emotions, because we do not know
how to deal with them. The more a child understands her emotions the more she
develops mentally.
Self-understanding leads to inward growth of children, by shedding light into
their subconscious blocks, which inhibit flowering of their potentials in creativity,
imagination and insight, ability to learn. Self-understanding releases blocked energies
within us.
Classroom practices
A teacher can help children to understand themselves better by way of adopting
such methods as given below.
1. Constantly ask questions leading to self-reflection
l When you hear the word.. . what are the immediate thoughts, feelings
coming to your mind?
- l How do you feel about this?
l What have your learnt from this?
l How can what we have learnt be applied in our daily life?
2. Give assignments, exercises, and activities which provide insight into self,
e-g
l Draw your family in the form of any animals, birds or fish you like most.
l Make a list of fears you get when you think of the future.
l What is the nature of desire?
3. Provide tools for self-evolution, e.g.
l Do I care for my parents?
l Do I keep my room clean and tidy? (often, generally, seldom)
4. Encourage mindfulness or awareness in daily behaviour.
5. Ask values clarification questions, e.g.
l Cant it be otherwise?
l Are you sure of yourself!
l What do you mean by (e.g.) kindness here?
l How did you get this idea?
l What happens if everyone in the class begins behaving this way?
(Values clarification questions are aimed towards self-reflection, self-inquiry, and
instant insight on an issue at hand. A reply is not expected always)
Intended outcome
Assertiveness
1. Standing for ones rights
l speaking for oneself
l honest disagreement
l not being submissive in conflict situations
2. Standing for justice and one k rights
l respecting and accepting others rights
l demanding justice
3. Emotionally mature behaviour
l acting with a sense of reality
l accepting truth and willingness to change ones position
l ability to face criticism constructively
4. Goal-oriented behaviour
0 time management
0 self-management
0 resourcefulness
l displaying ones courage and perseverance in difficult and challenging
situations
0 ability to organize
5. Self-discipline
0 clarity of vision
Hints for Peace Culture-Building
l Persuade children to express their honest feelings and opinions in the
classroom.
l Encourage questioning in the classroom.
l Respect the uniqueness of each child.
l Reinforce childrens healthy assertive behaviour by appreciation.
LEARNING ACTIVITIES
Discover Your True Self

1. Discovering myself
This is an activity about empathy, mutual understanding and self-discovery.
Curriculum concern:: Language/ When you want to develop skills in listening and
speaking
Objectives:
1. Improving skills in empathetic listening.
2. Understanding ones self.
3. Sharing others life experiences empathetically.
Activity:
Divide the class into groups of six. Give each group one topic selected from
the following:
* My biggest achievement in life
* My biggest failure in life
* What additional talents I would like to have.
* Something I have done for which I regret ever since
* Something I have done which makes me happy to think about it.
Let children disclose themselves on the given topic taking only 5 minutes.
Others should listen without disturbing. When everybody has completed convene
the class and conduct a discussion.
Discussion. Guide Questions
2. Did everybody in the group participate in the group? If not, so what was
the difficulty?
3. What did you feel when you were talking?
4. Tell us one thing you have learnt from the activity.
5. What are the ways of understanding oneself?
2. Understanding my fears
This is an activity about self-discovery.
Level: Upper Primary
Curriculum concern: Language/ Religion/ Group counselling

Objective: Understanding ones fears.
Activity:
Ask each student to identify one of his fears in mind and write it anonymously
on a strip of paper and roll. Collect the rolls and take each one and analyse it in
participation with the class.
Discuss ways of getting rid of fear.
3. My greatest fears
Level: Upper Primary
Curriculum concern: Language/ Religion/ Group counselling
Objective: Understanding ones fears.
Activity:
Divide the class into groups of six. Give a topic/area where children might have
fears.
e.g. Darkness of night, walking through a forest, getting lost in a town/village,
heavy rain
Let the group use their imagination and identify the worst things that can
happen to them in that area, and write them down.
Then each group should present the list to the class..
Discussion: Guide questions:
l What is the nature of fear?
l How can fear distort our behaviour?
l How should we free our mind from fear? Suggest ways.
4. Myself in Animals
Curriculum concern: Language/ Religion/
Level: Lower primary
Objective: Helping children to discover their self-identity
Subject context: Art/ Drawing
Activity
Instruct the children to select an animal, bird, insect, fish or reptile that represents
him or her and draw it.
Discussion:
l Show your picture to the class and explain why and how the particular
creature reflects you.
l Write the good qualities that the creature has on your drawing.
l Display your drawings.
5. To compete or to co-operate?
_a
This is an activity about co-operative problem-solving
Level: Secondary
Curriculum concern: Language/ Speech practice/Drama/when you want to introduce
co-operation to the class.
Objectives:
1. Speaking for oneself.
2. Adopting co-operative problem-solving rather than individual competition.
3. Creative problem-solving
Activity: Step 1.. Preparation
Ask children what they would like to be when they grow up. (e.g. teacher,
doctor, lawyer, engineer, businessman)
Break the class into several groups of five, which consist of five different
professionals.
*L
Explain the activity and ask each group to nominate The Drama
Five different professionals swim to a tiny island to save their lives after a
shipwreck. While they stay helpless in the island they happen to see a man is passing
by rowing a small wooden boat. They eagerly call him. They explain their predicament
and plead for help. The boatman says, Yes. I like to help you. But you see my
boat can take only one of you. The mainland is far away. I have to select the most
deserving person among you to take ashore.
Now everyone speak up for yourself.
Then everyone claims his right upon the profession he practises.(The group has
to do it)
When everyone has put forward his claims the confused boatman says, No.1
cannot make a judgment for myself. Discuss among yourselves, and propose to me
someone to take ashore. (The group discuss who should be sent out)
Discussion: Guide Questions:

l What did you learn by doing the activity?
l Review the statement: One must learn to speak up for oneself when it is
necessary.
l Are you satisfied with the way you have spoken up for yourself in the
activity?
l How did the group of professionals finally reach a consensus?
l How many alternative solutions can you think of in such a situation?
l How can such a problem be solved co-operatively as a group, rather than
fighting?
6. Characteristics of submissiveness
This is an activity about co-operative problem-solving
Level: Secondary
Curriculum concern: Language/ Speech Practice/ When you want to guide the self-
development of the student.
Objective: Understanding that submissiveness leads to self-defeat.
Activity: A drama.
Scene 1
Invite two students and instruct them to act out the following episode.
Kumaru is a shrewd boy He visits his friend Jaleel and asks for a loan of
Rs. 200 saying he has an urgent need.
Jaleel, a submissive and weak character says that he has Rs. 200, which
his father has given him to pay for his examination as fee. He has to pay it
tomorrow being the last day. But Kumara insists on him, usingpattery, to
give that money as the loan. He promises to return the money before 12
noon the following day so that Jaleel can pay the fee at the post of$ce. The
post office counter closes at 12 o clock. On trusting Kumar, Jaleel gives
the money.
Scene 2 :
On the following day, Jaleel waits impatiently for Kumar s return but he
doesn t come. Ultimately poor Jaleel has to visit Kumar s house. He tups
on the door Kumara comes out and apologizes saying that he is not in a
position to return the money Jaleel is very upset. He says that he needs the
money urgently to pay the fee before the post office counters close. Kumara
usks him tfthe money was so urgent why he gave it away.
Jaleel goes away broken down. He lost the opportunity of applyingfor the
examination. He has to wait for another long year to apply for the exami-
nation.
Discuss: (After the role-play).
l Was it right for Jaleel to give the loan?
l What kind of person was Kumar?
l Can it be called generosity to help another while you suffer a loss?
l Why was Jaleel tempted to give the money when it was so necessary to
him?
(Correct reply: Because he did not have the strength of character to say No.
l How did Kumar manage to obtain money? (Correct reply: By flattering,
promising, and pleading )
Activity 2:
Ask the same students to act out the drama again. This time let Jaleel be
assertive and say firmly No.
Discuss :
l Why it is important to learn how to say No?
l How to say No or I cant firmly.
l What are the situations that demand you to say No?
(Note: One can say No decently without being be rude.)
7. Consequences of being aggressive
Thisis an activity about the consequence of being aggressive.
Level: Secondary
Curriculum concern: Religion/ when you want to guide the self-development of
a student.
Objective: Understanding that being aggressive is a weakness of character.
Activity:
1. Tell the class an incident from a newspaper report where a person led to
assault or kill another out of sheer anger.
2. Invite children to relate such incidents they have heard.
3. Select a typical incident and ask a pair or group of children to simulate it.
Discuss:
l Why do some people behave aggressively? What are the perceived benefits?
(If there are any)
l What are the possible consequences of behaving aggressively?

l How to replace your anger by assertive behaviour (Discuss a case and
simulate it)
8. Practising assertive skills
This is an activity about character building.
Level: Secondary
development of a student.
Objective: Improving assertiveness through practice.
Discovering various manners of refusing and disagreeing.
Activity:
Instruct students to stand in pairs, facing each other as A and B.
l A. makes an impertinent request:
e.g. (Smoke this cigarette. .
Im going to assault X. Could you join with me?
Lets steal fruit in the neighbours garden.)
B. Rejects the request assertively in various manners.
e.g. No.1 wont do that as a policy,
No. I dont want to do that kind of thing.
(Discover more ways of expressions)
Discussion:.
l What did you do in pairs?
l Did you practise saying no?
l Now do you feel confident enough to say No to an impertinent request
made by others?
l What are the situations, which demand saying no?
9. I am O.K. You are O.K.
This is an activity about healthy human relationships and a win- win approach.
Level: Secondary
development of a student.
Objective: Understanding the need to be fair in dealing with others
Activities: Introduction
In our daily life we deal with others for various matters. Our relationship with
Be lbur True Self 163
others should be healthy. We have to be concerned about the other persons state
of mind in dealing with them. They should feel O.K. with us.
In certain circumstances you feel 1 am O.K., in other circumstances you feel
I am not O.K.
These possibilities can be shown in the following categories.
1. I am O.K. - You are not O.K. (Good for me -not good for you.)
2. I am not O.K.- You are O.K. (Not good for me -good for you)
3. I am not O.K.- You are not O.K. (Good for me -not good for you)
4. 1 am O.K. - You are O.K. (Good for me -good for you)
Good for me connotes it is advantageous/ profitable/ satisfactory/ for me. Not
good for you means just the opposite for the other person. Note that every human
interaction falls into one of the above four conditions.
Step 2: Case studies.
Study the fallowing 4 cases and identify the conditions of relationships, as given
below.
1. It was a school holiday Ali woke up early in the morning and decided to
spend the whole day on his studies. He was falling behind in his studies.
At 10 a.m. in the morning his friend Khan visited him and invited him to
join in a trip to someplace. Ali joined the trip unwillingly. On coming back
home, he regretted that he had wasted the whole day.
2. No teacher came to the class in the last period. Sanath suggested to Gopal
to run away.fiom the school. Secretly they managed to run away from the
school. However they could not walk far The Deputy Principal saw them
and called them. He produced them to the principal.
- 3. Sham lost his umbrella. On the following morning he leji home for school
.under rain without an umbrella. On the way to the bus stand he got fully
wet. In the bus he sat down with a person who had an umbrella with him.
Half the way the person pulled the bell and walked to the door to get down,
leaving the umbrella on the seat. Shun wanted to call him and return the
umbrella. But on second thoughts he let the person go. Shan took the
umbrella and alighted near the school.
4: Purnima was about to open her packet of lunch for herself Then she found
her colleague Tharuna had not brought her lunch. So, she shared her meal
with her
l Take each case: Who was Q.K. and who was not O.K.? Give reasons for
your judgement.
l Share with the class some experiences of your recent past where you felt
O.K. or not O.K.
l Take an event where you were O.K. and the other person was not O.K.
and suggest a way of making the other also feel O.K.
l You helped someone in good faith but suffered a loss in return. However
you are happy you could help him. To which category of relationship does
the incident fall?
10. Learning assertive responses
This is an activity about healthy relationships and win-win approach.
Level: Secondary
Curriculum concern: Language/ Speech Practice/ When you want to guide self-
development of students.
Objective: Learning to be assertive in different situations
Activity:
The class sit in a circle and a student is invited to describe a situation, where
he would like to have been assertive but could not.
e.g. Once I bought a pen from a shop. But on the following day I found
it was faulty. I went to the vendor and asked him to take it back and give
me another one. But he refused saying that I could have broken it.
Having presented the case, each student is invited to offer an assertive response
suitable to the situation. Students generate a whole variety of assertive responses.
Discussions: Guide questions
1. Did you enjoy the activity? Give reasons for your judgement?
2. Are you confident in your ability to respond assertively in demanding
situations?
3. Let us prepare a guide to being assertive. Each one of you offer an instruction
to the list.
11. Effective communication
This is an activity about effective communication.
Level: Secondary
Curriculum concern: Language/ When you want to encourage effective speech.
Objectives: Improving skills in straightforward speaking.
Activity:
List social situations from brainstorming, where people are hesitant to speak
out or express themselves freely, e.g.:
Be Your True SeIf 165
l Introducing oneself to a stranger at a party and start talking.

l Explain ones complication to a doctor.
l Where a police officer questions you on suspicion for stealing, which you
havent done.
l To a neighbour who plays music too loud so as to disturb the houses around.
Having prepared the list from students responses, take one instance and invite
students to come one by one and speak straightforwardly using assertive skills. Give
a few minutes for preparation. As they speak in given roles, appreciate their effort.
l What did you learn from the acting?
l Did you improve the skill of straightforward speaking?
l What makes people hesitant or withdrawn from speaking out in such
situations?
12. Learning self-discipline
This is an activity about developing will.
Level: secondary
Curriculum concern
Objectives:
Activates: Introduction: Points to explain:
Step: 1. Having a strong will is useful in achieving objectives in life.
2 . We have to develop our will , through daily practices.
3. What are the advantages of having a strong will?
(Make a list on the blackboard)
C
Step 2. Close your eyes, relax for a few minutes. Then picture yourself having a
strong will and feel the power of it. See yourself facing challenges, difficulties
and threats with courage and determination.
Step 3. Invite students to express their feelings they had during imagination.
Discussion: Guide Questions
l What are the characteristics of a person with strong will?
l Can you relate an event in your life, where you won over a challenge by
your will?
l In what areas do you think that you need to develop will?
l Make a list of words and phases in your own language, that express will.
(synonyms and phrases)
Find the evaluation instrument on the next page
Period from . . . .. to ._. . . . . . .. . Teachers Self-Evaluation: Core Value: Be Your True Self

Integration Integration change Changes
Subject
Attempted Science Other Co-curri chss Teaching Perspect- Effective Not so
Language Social Physi- Arts Very
to develop Subjects Activities Mgt. methods ive Effective Effective
Studies cal Edu-
cation
1.Stands for ones f f f f f f f f f
rights
2. Stands for f f f f f f f f f
justice
3. Goal-oriented f f f f f f f f f
behaviour
4. Self-discipline f f f f f f f f f
Marking
= Discussed
Comments.,. . . . ,..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...................................................................................... . . . . . . . ..... ...
Suggestions for professional development... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . .
Suggestions for the improvement of the Guide... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .. . . .. . . . .. . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . ..
Supervisor
16
THINK CRITICALLY
To silence criticism is to silence freedom.
Sidney Hook (American philosopher)
C
Objectives
l Defines critical thinking
l Describes critical activities and attitudes
l Develop skills in questioning and probing into issues
0 Practises self-reflective values clarification
l Uses basic tools for analysis of issues
l Develops concern for truth
l Uses basic tools in responsible decision-making
l Exercises judicious moral judgement
l Practises thinking skills and organizes ideas in appropriate order in
compositions, answers and presentations
Core Values
l Critical thinking
- l Unbiased inquiry
l Responsible decision-making
l Moral judgement
Guide to Content
0 Critical activities
l Critical attitudes
l Barriers to critical thinking
l Decision-making
l Moral judgement
l Concluding thoughts
l Hints for peace culture-building in school
-
Learning Activities
7.1 Stereotype thinking
7.2 Practising critical thinking
7.3 A tool for inquiry
7.4 Values clarification
7.5. Analysing advertisements
7.6 Idea mapping
7.7 Restating problems
7.8 Force field analysis
7.9 Cause-effect analysis
7.10 Quick decisions
7.11 Looking for pros and cons

Critical thinking is a basic function of human intelligence primarily necessary
to distinguish truth from falsehood. This faculty of our intelligence helps us to
choose the right course of action in every sphere of life. Primarily critical thinking
along with creativity is geared to the advancement of our civilization. How does
critical thinking relate to peace?
Obviously democracy demands that people exercise their capacities of critical
thinking. History tells us how undemocratic leaders suppressed critical thinking in
their people. It was considered a threat to their position.
Peaceful living needs to exercise this capacity for moral judgement, responsible
decision-making and right choice of action. In controversial issues, it is much easier
for people to succumb to one side, than remaining impartial and open. The latter
demands that you seek for information, inquire, analyse them critically and arrive
at judgement.
Critical Activities
Critical thinking denotes as mentioned before inquiring into the
truth of the matter presented. It functions through a number of intellectual activities.
The most important activities are briefly discussed below.
Doubting is the first step in critical thinking. It is healthy for any thinking person
to feel uncertain about a supposition presented to him. The state of uncertainty
activates the intelligence to inquire the truth of the matter. In the process of
doubting, you raise questions such as: Is it true? Cant it be otherwise? How do
we know it? Why is the person saying this? Though doubting creates discord and
uneasiness, it is necessary to proceed further with the investigation. Now here we
should not confuse critical thinking with the thinking in order to seek for confirmation.
Think Critically 169
Inquiring is proceeding ahead searching for information and evidence for and
against the case. Inquiring is basically questioning the truth of the premises on
which the conclusion is built.
Analysing is the process of breaking down an issue into its basic units and in
order to find out the truth of each unit. Analysing a supposition can be done in
many lvays. Looking at it through various perspectives or points of view, tracing
the development of the idea, comparing and contradicting it with other suppositions,
categorizing, and identifying consequences are some of the methods used for.
analysis.
Reality testing is attempting to judge its usefulness, or truth by applying it to
existing situations or problems in the real world.
Whether verifying is finding out evidence is valid and consistent.
Concluding is arriving at a judgement whether the supposition is true or false,
valid or not valid, right or wrong.
Critical Attitudes
A good critic needs a set of correct attitudes to healthy exercising of his capacity.
Unbiased attitude is the foundation. He constantly watches his inner motivation,
questioning:
l Am I biased? If so, what is the bias?
l How has this bias been built in me?
l Are there any hidden or subconscious motives at work within me, leading
me to take a particular side?
l Am I emotionally involved here?
The second attitude is that of fairness and impartiality to all aspects of the issue.
The critic needs to question:
-
l What are the hindering forces and constraints within me and outside against
being fair on this issue?
l Am I investigating information and evidences from all aspects of the issue?
l Am I intellectually honest?
l Have I adequately studied all the views or aspects related to the issue?
Thirdly one needs to be concerned with the constructiveness of his criticism.
A criticism should be useful to those who are concerned and affected by the issue.
He should question his criticism asking
l Is it providing the right direction?
l Is it throwing light on the understanding of the problem?
l Does it provide inspiration for constructive action?
l Is it friendly?
l Is the tone positive?
------.--- .- T . __.-
170 Learning the Way of Peace
Barriers to Critical Thinking
Free Inquiry
0, Kalamas,
It is proper for you to doubt; to feel uncertain.
Your uncertainty has arisen in what is doubtful.
Do not accept anything merely by,
What you hear repeatedly.
What has been handed down by tradition,
Rumour,
Surmise,
Axiom,
Attractive reasoning,
Apparent logical inference or speculation,
Appealing model, form or appearance
Agreeable beliefs,
Another S seeming abili&,
Nor by out of respect for the teacher
The Buddhas Charter of Free Inquiry

(Kalama Sutta)
The above guide for inquiry given by the Buddha is still valid as it was 2,500
years ago. He approved the liberty of inquiry as a fundamental human right even
in the field of religion.
Present day inquiry is based on the scientific method, the steps of which could
be simplified as:
1. Identify the problem specifically
2. Study the problem by observing, analysing, etc
3. Propose a hypothesis
4. Test the hypothesis by empirical experiment
5. Conclude
In the field of science students need to be trained in scientific inquiry, beginning
from the primary level. In our schools, teachers often complain that students are
passive in questioning. Such passivity is obviously a consequence of teacher-
centred education.
Decision-Making
We tend to think that decision-making is a simple act. But on a closer look,
it may reveal itself to be a complex act, involving many dimensions such as ethical,
social, organizational, legal, political and so on. Our decisions affect our families,
. _. .
organizations and those people who are involved with the issue. Obviously, it is
a highly intellectual, personal and socially responsible act. Education should help
students to be skilful decision-makers.
A classroom activity
Discuss the significance of the following instructions for decision-making.
1. Identify the issue.
2. Collect information on all aspects and sides of the issue.
3: Consult people. Test your assumptions with them.
h 4. Do not go by others pressures.
5. Do not go by your own emotional tendencies, likes and dislikes,
prejudices, and preconceived notions.
6. Be foresighted.
Generally our decisions fall into three types. They are routine decisions, impulsive
decisions and responsible decisions. Routine decisions are made mechanically by
habit. Impulsive decisions are made by pressure of emotions such as desire, anger,
attraction, contempt and so on.
A decision-making can be simply stated as
l Where am I going?
l What should I do now? Where do I really want to go?
l What should I do now to go where I want to go?
The process of responsible decision-making undergoes six stages:
1. Recognize, analyse and define the problem.
2. Collect information as much as possible.
3. Generate alternatives
4. Evaluate each alternative considering its viability, benefits and consequences
5. Select the best alternative and implement.
6. Appraise the success. (If the problem is not successfully resolved, then go
back to Step 1)
Different conditions under which we have to make decisions are also important
to know. There are three such basic conditions:
Certainty exists when the decision-maker can assure the expected outcome.
Under this condition decision-making is easy. Routine decisions are mostly made
under certainty.
Uncertainty exists under conditions where the decision-maker finds it hard to

get information or working knowledge to deal with problems. Even the problem
is not clear. There is a high degree of risk involved.
Conflict is when the decision-maker faces a competitive situation with one or
several parties where the parties tend to defeat one another in order to gain.
Moral Judgement
Being moral is defined as (1) concerning principles of right and wrong behaviour,
(2) ethical (3) (Attribute) based on peoples sense of what is right and just not on
legal rights and obligations (4) following standards of right behaviour, good and
virtuous (Oxford Dictionary, 1989) In this context it is very important for teachers
to understand the stages of moral development of children. For instance, Jean Piaget
the well-known researcher on childrens cognitive development postulates four
stages of moral development. To present the stages in a nutshell, in the earliest stage
the child is self-centred where he thinks, What is good for me, is good. As he
develops further, he begins to think What is good for my elders is good for me.
This is a stage where the child seeks discipline by imitating and seeking for
conformation with adults standards of behaviour. Most of the children in lower
primary are at this stage.
Thirdly they develop into thinking that What is good for my peers is good
for me. In this period they are highly attracted to peer groups.
With the dawn of puberty the youth attains the capacity for abstract and
independent moral judgement based on ethical principles. With the new capacities
he thinks, What is universally good and fair is good. This independent and
principle-based stage of moral development is the highest attainment according to
Piaget.
Concluding Thoughts
Critical thinking is an essential intellectual capacity students need to acquire
through education. It helps first and foremost right decision- making and moral
judgement. It is useful for teachers to work with children knowing their stages of
moral development.
Intended Outcome
Inquiry
Questioning, analysing
Self-reflective clarification of ones values and bias
Rational thinking
Logical argument
Identifying irrational elements

Concern for truth
Probing into the fact of the matter
Acceptance of truth
Effective moral judgement
Principles based judgement of right behaviour
Effective decision-making
Defining the issue
C Collecting information generating alternatives
Select the best alternative
Consulting and testing
Implementing
Classroom Practices
Adopt a critical approach in presenting lessons.
Always consider the other sides of the issues under discussion,
Dont judge issues as right and wrong / true and false for the students.
Arrive at conclusions from a rational basis.
Encourage questioning in the classroom.
When controversies arise in lessons have short debates, or discussions on
them.
Encourage new perspectives.
In helping to learn values provide activities to simulate and role-play moral
situations.
Use events in stories to introduce skills in decision-making.
l Encourage debating on important contemporary social issues in students
associations.
l Organize seminars and lectures of intellectual interest in history, science,
social studies, etc.
LEARNING ACTIVITIES
Think Critically
1. Stereotypes
This is an activity about inquiring into a basic barrier to critical inquiry.
Level: Secondary
Curriculum Concern: /Language/Literature/After relating a story about a fox or a
serpent or discussing a stereotype
Objective: Identifying stereotypes in our thinking.
Activity: Step 1,
Write the word Serpent on the blackboard, and ask the class what kind of
thoughts, feelings and ideas occur to them when they hear the word. (Children
might say, for example;
- evil
- poisonous
- dangerous
- It will bite.)
Write their responses on the board and proceed to the next word. Fox (Children
might say the fox is:
- cunning
- shrewd.
- intelligent.)
Write down the responses on the board.
Discuss the responses.
l How true are your responses?
l Are all the serpents poisonous?
l Are all the serpents dangerous?
l Can you tell us the names of some innocent serpents, which dont bite you?
Make students understand, calling serpents poisonous is a fixed conclusion or
notion that it not true to all serpents.
Discuss the responses to the word fox.
l Is the fox a cunning creature? [In fact, the fox is just like any other animal.
Only the story makers have portrayed them as cunning and shrewd. It
is not really true.
A stereotype is an idea that we have picked up from somebody, group, tradition,

or propaganda, without critically analysing it. We generally do not question them.
We accept them to be true because everybody seems to accept them.
Step 2.
Write the following words on the blackboard.
- Enemy
- A white man.
- A black man
- Other religions
- My country.
Take each word and inquire the kinds of fixed thoughts and feelings we have
in responses to them. Such responses are stereotypes.
Step 3.
To develop critical thinking, we have to keep watch on the stereotyped responses
that arise in our minds when on hearing certain words, on seeing certain objects,
pictures, and people.
Step 4.
Explore the stereotypes we have in our mind about various things, people,
events, etc. Make a list on the blackboard.
l Are you prepared to question your fixed acceptances?
l Do people like to question their beliefs and values? If not, what are their
fears?
l What are the benefits of identifying our stereotyped ideas and responses?
2. Practising Critical Inquiry
This is an activity about a basic method of inquiring.
Level : Upper Primary / Lower Secondary.
Curriculum Concern: Language / speech/When you want to encourage students on
inquiring a given issue
Objective: Enabling questioning into an issue.
Activity:
Write on the board the following six words
* what * why * how * when * where * who.

Explain: the following points
1. Constantly people press us to accept or believe what they tell us
2. By accepting others ideas without inquiry, we may go wrong.
Now let us learn practising critical inquiry, using the words given on the board.
Let one of you make a simple statement like, I saw a car. The class should
ask him questions using those words, e.g. What kind of car was it? Why did you
look at it? When did you see the car? Where was it? Who were in the car?
Examples for such statements.
l I dont like travelling by bus.
l The moon affects the earth.
l Crimes are daily reported in the town.
l The police are on the watch for lawbreakers.
l Astrologers say: Planets influence our life.
Encourage creative questions on these statements.
a What did you learn from the activity?
l What was your difficulty, if you had any?
l How are you going to use critical inquiry in your daily life?
3. A tool for inquiry
This is an activity about guiding students on how to organize their compositions
and descriptive answers.
Curriculum Concern: When you are discussing how to organize contents matter
in your answers.
Objective: Providing a tool and basis for inquiry.
Activity:
Write down the following model of the board.
Tell the class that they can use the model for inquiry in organizing their
descriptive answers, essays, etc.
To demonstrate your statement take the topic. The food we eat, You can
develop the theme in the following manner.
What
Where
I How
When
What:
What kind of food do we eat?
What kind of food do people eat in different countries?
What are the basic foods? (Carbohydrates, fats, etc.)
What are the good habits of eating?
Why:
Why do we eat?
Why we should choose right food?
How:
How is food produced?
How can we select right food?
How much should we eat?
How can food get unsuitable to eat?
Where:
Where do we get our food?
-
When*
-*
When should we eat during the day?
When do we need to eat, different basic foods. More?
Who are the people involved in producing and preparing food?

Step 2 : Give a topic for analysis, e.g. Environmental Pollution
Ask students to organize their description using the six types of questions,
working in groups.
Discussion :
l Review their presentations.
0 Suggest improvements.
178 Learning the way of Peace
4. Values Clarification
This is an activity about questioning ones own value judgements.
Level: Secondary
Cui-ricuIum Concern: Language / Religion / When you want to help students to
critically reflect on their values.
Objective: Enabling students to view their values
Activity:
(For this activity you need an empty hall, where children can move freely. Open
air is also suitable)
Step 1.
Define the meaning of value judgement [When you say something is good/ bad
or right / wrong/ or fair/ unfair, it is a statement of value judgement]. Get examples
from the class.
Request students to gather together in a line along face forward. To begin the
activity you announce a statement of value judgement, e.g.
- Eating flesh of animal is immoral.
- You cant gain good results from a bad man.
- People can live without conflicts.
- I believe that there are ghosts.
- Capital punishment should be abolished.
Tell the class that those who do not agree with the statement should go to the
opposite corner/side. Thus the class is divided into two groups with regard to the
issue. Then, conduct a brief debate on the issue between the two groups. One
participant may take only 3 minutes. Each participant gives one reason for his /
her position.
Continue the debate at least with five value statements.
- What did you learn from the activity?
- What was the most interesting instance in the activity?
- Who raised interesting questions?
- Did you enjoy the activity? If so why?
5. Analysing Advertisements.
This is an activity about practising skills in critical analysis.
Level : Upper Secondary

Curriculum Concern: Language /Religion / When you want children to practise
critical thinking
Objective: Developing critical thinking:
Materials: At least 5 very attractive commercial advertisements, cut out from
magazines.
Activity:
Stepl: Explain the following points:
1. We are highly influenced by commercial / and other types of advertisements
all around us.
2. Commercial institutes do so in order to make people buy their products more
and earn big profits.
3. There are other types of propaganda as well, e.g. political, religious,
organisational.
4. Those who make advertisements use subtle psychological principles (tricks)
to make them effective.
Step 2: Show an advertisement and identify the psychological principle (trick) they
have used, e.g.
- Making it appealing to youth.
- Using attractive human figures.
- Using childrens pictures.
- Showing an eye attractive thing and then connect it to their product.
Step 3: Divide the class into several groups. Provide an advertisement to each
group. They have to identify the psychological strategy used in it.
Discussion: (After the presentation)
- Now are you able to identify the tricks in advertisement?
- Why should we be critical about all kinds of propaganda?
6. Idea Mapping
This is an activity, which provides a tool for generating ideas in a given theme.
It is useful for generating and organizing ideas. It is also useful in planning
speeches, compositions and answers.
Curriculum Concern: Social studies/ language / When you want to instruct students
to organize their ideas in writing
Objective: 1. Generating ideas
2. Organizing ideas into a composition or answer
180 Learning lhe Wayof Peace
Activity:
Introduction: Idea mapping is helpful in thinking out and generating ideas in
any given problem, in an organized form. You can use it for writing speeches. This
is an activity, which provides a tool for generating ideas in a given theme, thinking
along a line, probing into selected topics. It is useful for generating and organizing
ideas. It is also useful in planning out speeches, compositions and answers.
Steps in idea mapping.
1. Write the issue of concern in the centre of the paper and box it.
2. Draw lines branching out from the centre indicating the major ideas.
3. Branch out the major idea lines to show specific ideas coming under each
of them.
4. Cover all the major aspects of the concern.
Demonstrate how to prepare an idea map, taking a social problem, in participation
with the class.
7. Restating Problems
This is an activity about practising looking at an issue from a different perspective.
Curriculum Concern: Social studies/ When you discuss a social problem.
Objective: Improving critical thinking.
Activity:
Step 1.:
Explain that a problem is our interpretation of an existing situation. Therefore
different people may perceive the same problem in different ways. Example: The
problem of students overcrowding in public schools could be perceived or interpreted
as a problem of
l the need of expanding our school systems.
l the need of having good school architects.
l the need of making double session schools.
l the need of limiting school education.
l the need of teacher recruitment.
It is useful to restate a problem by looking at it through various perspectives.
Instructions for restating problems.
1. Look at the issue from a different perspective.
2. Shift the focus of the issue to something else.
3. Look at it as problems of a larger issue.

Step 2.
Divide the class into groups and give each one a different problem, e.g.
0 Over population
l Environmental protection.
l Depletion of natural resources
l Employment problem
l Towns getting large
Discussion: After the presentation, discover more methods of restating problems.
Why restating a problem is useful?
8. Force Field Analysis.
This is an activity about situational analysis.
Curriculum Concern: Social studies / history /When you want students to analyse
a contemporary social issue and find solutions.
Objective:
Practising a tool of analysis of social issues
Activity:
Step 1:
Take a social issue/situation /problems for analysis. Identify the goal or solution.
Secondly identify the hindering forces to reach the goal. There may be blocks,
limitations, and constraints or threats to reach the goal. Thirdly identify the helping
forces to reach the goal, e.g. support groups, facilities, etc. Increasing helping forces
can weaken hindering forces. The above three factors could be represented in the
following model.
Helping
Forces
Force Field Analysis
Step 2
Give a social problem that needs to find a solution. Let students work in groups
and identify goals, hinder forces, and helping forces as much as possible. Based
on the analysis they should recommend the way of solving the problem.
T -----
An example for a situation to analyse.

Suppose people in your community are gradually leaving the village and emigrate
to the near city. As a result, the development work of the village is getting neglected.
Suggest ways of stopping or reducing the exodus, taking the existing factors into
consideration.
9. Cause - Effect Analysis
This is an activity, which introduces a tool for analysis of problems.
Level: Upper Secondary.
Curriculum Concern: Social studies / When you want students to find out causes
and effects of an issue.
Objective: Developing analytical skills.
Activity:
Discuss the points: 1. A problem originates from a single or several causes.
2. Problem is the product of effects of the causes.
3. When the cause is removed, the problem ceases to exist.
Select al issue for analysis of cause and effect.
Example
Causes Problem Effects
Poverty Insecurity of life and property

Drugs and liquor Declining human values
Unemployment Loss of innocent lives
Lack of education Social unrest
Social learning Corruption
Inefficient Police Lack of law and order
Recommendations derived jkom the analysis

1. Improve living standard by poverty eliminating development projects.
2. Solve the problem of employment.
3. Improve the quality of education. Provide education for all.
4. Reduce social learning of aggression. Educate media personnel.
5. Improve and reorganize the present police service. Introduce new technologies
for crime detection.
Note: Each major cause has several sub causes. So are major effects. They could
be arranged as branching out from the main cause or effect.
Think Criticully 183
Provide a social problem to groups for analyses.

1. What are the uses of identifying causes and effects of a problem?
2. What is a subcause?
10. Quick Decisions
This is an activity about quick decision-making.
Level : Secondary
Curriculum Concern: Physical Education/ Classroom management/ When you want
to do a socializing activity to break the monotony in the class.
Objective. 1. Fun
2. Improving quick decision-making skills
3. Team-building
Activity. Step 1
Divide the class into groups of five. Introduce the activity in the following way:
Now, I am going to give you a challenging imaginary situation where you
have to make a quick decision in groups.
Give them such a situation. They have to make decisions in-group within
two minutes.
Examples for challenging urgent situation.
1. You are a member of a class team who collected a voluntary fund to buy
a stock of books for the school library. You handed over Rs.3000 to Jagath,
a member of your team, to return the money on the following day. However,
Jagath is absent in school. Several days pass and he does not attend school.
Your team decides to visit his home to see what has happened. There Jagath
says that he has lost the money while coming home in the crowded bus.
He is so upset that he does not know what to do. Now, as a group what
are you going to do?
2. You are going alone to a nearby town for some purpose. You do not know
anyone there. After getting down from the bus you find your purse missing.
What are you going to do?
Provide at least five such situations.
Discussion:
Let a member from each group announce their decision after all the groups have
finished. You list them on the board. Then take each one and discuss their viability,
strengths and weaknesses. Finally select the best decision.
184 Learning /he Wayof Peace
11. Looking for Pros and Cons

This is an activity about making intelligent decisions.
Curriculum Concern: Classroom management/When you are discussing self-
development in the class.
Objective: Improving skills in decision-making
Activity.
Step 1 Introduction:
Discuss the importance of good decision-making. Explore with students
types of decisions we make. (e.g. routine decisions, impulsive decisions and
thoughtful decisions) Say that we are going to find a way of making thoughtful
decisions.
Lets find DOS and Don Is in decision-making. Divide students into
several groups and ask them to prepare a list of dos and don ts in decision-
making, e.g.
DOS
l Understand the situation/problem
l Seek information
l Discuss with people look at both sides of the problem, etc
Don %s
l Dont go by emotions
l Dont decide when you are confused or angry
When they have completed let them present the lists to the class. Appreciate
good points.
Step 2. Emphasize the need of looking at both sides of an issue in making a
decision.
Present the following case:
Toduy is Suturduy. Early in the morning CIj?iend in the neighbourhood
comes home and usks you to join a picnic with u group of his friends. You
have decided whether to go or stay at home.
Suggest the following technique;
Take a piece of paper. Divide it into two. Write the topic Benefits on the left
side and Losses on the right side. Evaluate each alternative by identifying all the
benefits and losses of it.
Example 1 Alternative one: Going on the trip
Benefits Losses
I. I can enjoy myself. I. I have to spend money.

2 Get to know new friends. 2. I miss study at home for the test.
2. Visit that special place. 3. My parents dont like me going.
3. Enjoy freedom with friends. 4. The place is not really interesting
to me.
4. . .. . . . .. . . .. . .. . .. .. . . .. . .. . ... 5 . . . . . . . . . . . . . . . . . . . . . . . ........... . . . . . . . . .
Alternative two : Stuying at home
Benefits Losses
1. I can study for the test. 1. The day will not be interesting.
anyway.
2. I can wash my clothes. 2. I will miss visiting that place.
3. I need a good rest. 3. My friend will not like me.
Instructions
1. In getting the right information discuss with people.
2. Identify many consequences as far as possible.
3. Mark important benefits and losses with a tick.
1. Making good decisions are of little importance, unless one does not
implement them.
Comment.
2. How can you use this technique in your daily life?
-..-
- .. -I-.----
Period from . . . to ._._. Teachers Self-Evaluation: Core Value: Resolve Conflict Non-Violently
Media of Posilive Effect on Childrens

Integration Integration change Change
Subject
Attempted
Language Social Physi- Al-h Science Other Co-curri Class Teaching Perspect- Very Effective Not so
to develop
Studies cal Edu- Sub.jects Activities Mgt. methods ive Effective Etlective
cation
I.Ability to
analyse conflicts f I- f f f f f f f
To understand f f f f f f f f f
needsand fears
2.(iencrating creative f f f f f f f f f
solutions f f f t f f f f f
3. Skills in f f f I- f f f f f
negotiation f f f f f f f f f
4. Ability to mediate f f f f f f f f f
f f f f f f f f f
5. Control of anger f f f f f f f f f
f f f f f f f f f
Marking
= Discussed
s = Discussed with Activities
Comments... . ._. . . . . . _.. . . . . . . . . ............__._......................................................................... . . . . . .
Suggestions for professional development... . . . . . . . ___.. .._ ,.. . . . .. . __._: . . . __.___ ,.. ._.. . . .., .__._.. . . _.. . ,.
Suggestions for the improvement of the Guide . . . . . ..___.. . .._____... . . . . . . . . . .._ _..... ._. . .. . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .
Supervisor
RESOLVE CONFLICT NON-VIOLENTLY
Being willing to resolve a problem does not mean you arent right. It means
you give up making the other person wrong, by wiping the slate clean and
make a fresh start with each other.
Helena Cornelius and Shoshana Faire
Objectives
0 Defines conflict
l Analyses a conflict in terms of the needs of the parties
0 Values constructive conflict resolution
l Explains the steps of effective conflict resolution
l Describes methods of anger control
l Develops skills in mediation
Core Values
0 Co-operative conflict resolution
l Non-violence
l Understanding others needs
l Mediation
Content
l Definition
0 Causes
0 Can conflict be constructive?
0 Steps in conflict resolution
l Intended outcome
l Childrens world of conflict
l Hints to peace culture-building in school.
Learning Activities
1. What is a conflict?
2. Count squares
_--.. ---7--
3. The story of the two donkeys

4. Conflict over an orange
5. Whose mango tree is it?
6. Controlling anger
7. How to deal with an angry person
8. Power struggle
9. Constructive conflict resolution
10. Mediation
Conflict is everywhere. It is a part of life. In fact it is on the increase in our
time. This is because of the increasing individual differences and diversification
of the society. On the other hand, competition in economic, political and other fields
is intensifying. With the increasing population physical space and resources are
getting restricted. In such a background, we have to learn how to live amidst
conflict, handle and resolve them constructively. This theme concentrates on
educating children in conflict resolution. We can begin the discussion by attempting
to understand its nature.
Definition
How do you respond to the question What is a conflict? You might say it
is a
- a difference of opinion
- a clash of wants
- a situation that arises from a disagreement between two persons or several
persons
- a broken relationship
- a vicious competition against one another
It is true to say that conflict arises from a difference of opinion. Inability to
resolve conflict at the beginning, leads to complication and intensification. In the
process of escalation of conflict your friend, colleague or neighbour with whom
you have the disagreement, turns gradually to be your rival, opponent, antagonist
and finally the enemy. The initial open and friendly situation that was there, at the
beginning, becomes gradually tense and hostile.
Causes
Why do people get into conflicts? It is because of the other persons way of
behaviour. When two or more people are at conflict their interests may be concerned
with,
- commodities at stake, e.g. object, land, money.
Resolve Conflict Non- l4olently 189
- opportunities at stake, e.g. opportunity for gain, privileges

- principles and values at stake, e.g. religious beliefs, ideologies, cultural
valves
- territory at stake, e.g. house, land, physical space, road, status
- relationship at stake, e.g. trust, promise, personality clashes
You can take any conflict you know and identify the interest perceived at stake
by the parties. It may be one interest or combination of several interests. Ross
Stinger (1967) defines conflict as a situation in which two or more human beings
desire goals, to which they perceive as being obtainable by one or the other but
not both. According to the definition a conflict is made of three components. They
are:
- Situation where the conflicting parties view each other as competitors, or
having mutually competitive interests or wants.
- Attitudes, e.g. leading to hostility and frustration.
- Behaviour, e.g. threatening, destructive, egoistic, opposing, withdrawing
acts.
This model of conflict is simple and useful in analysing a conflict. (See: Michell
1981)
Can conflicts be constructive?
As we said earlier, experiencing a conflict is unpleasant because of the tense
feelings it produces. Intensive conflicts are associated with a flood of anxiety,
confusion, suffering and negative emotions. However, this state of mind can be
transformed into a positive state with a sense of challenge, efficiency and strength.
It depends on the way you look at the conflict. If you look at it from a constructive
attitude, then you feel positive. To have a positive attitude towards a conflict is
h
to take it as a challenge and opportunity for development and self-correction. Next
time you are confronted with a conflict, ask yourself, What are the opportunities
it can bring for me? How can I develop myself through this situation? What is the
learning it brings for me?
Conflicts become destructive simply because of the lack of skills in handling
them. If they are handled properly towards positive results, it will bring growth,
and renewed relationship, sense of fun and self-confidence. Recall a conflict you
have resolved constructively. Destructive conhict occurs when the value of the
conflict is not understood and when you react with negative emotions to it.
In a constructive approach to conflict resolution. yo!-I:
0 Control your negative emotions.
0 Listen actively.
P
Learning the Wayof Peace
Speak efficiently.
Deal with the other, as a person with a problem, need and human reaction.
Face the issue directly and precisely.
Separate the problem from the person and adopt a problem-solving approach.
Show understanding and be understood.
Be willing to change your position in face of facts and reason.
Use a sense of humour.
Generate alternatives acceptable to both you and the other person.
Speak to the point.
Use interpersonal shills.
Be persistent.
Steps in Conflict Resolution
Our general tendency when confronted with a conflict is to attempt to win, by
defeating the other. This pushes the other person also to adopt the same approach.
As a consequence a destructive competition emerges out of the situation.
There are four possible solutions to any conflict. Lets name the two parties
in a conflict as A and B. The possibilities are.
A B
1. Win Defeat
2. Defeat Win
3. Defeat Defeat
4. Win Win
It is easy to understand possibilities of (1) and (2) when one person wins, by
defeating the other. In the third possibility both parties are defeated. An example
for it would be a situation in an organization where two officers assault each other
and as a result both of them get sacked. The ideal solution is the fourth possibility
where both parties win. That means they resolve the problem in such a way, that
both are satisfied. But that does not necessarily mean you win on your own the
predetermined wishful way. In the course of negotiation for solving the problem
each party has to give up certain things in order to gain other things. Only then
can they arrive at common ground. The conflicting parties should co-operate with
each other by adjusting their positions to reach a solution, satisfactory for both of
them.
In a conflict the solution in reached through undergoing three basic stages:
1. Confrontation
2. Negotiation
3. Implementation.
Resolve Conflict Non- fiolently 191
Let us see the way to work towards a satisfactory solution through the three
stages.
Confrontation is the stage when the difference surfaces. As a consequence, the
parties feel disturbed and even threatened in their position. However it is easy to
discuss the problem openly at this initial stage. In this stage they can:
1. Define the problem in terms of needs of the people involved
In this context, it is important to know the meaning of the word need. At the
core of any conflict lie the needs of the conflicting parties. In faet a conflict is a
two or more sets of needs pulling in different directions. Whenever a person finds
his need is threatened, the natural reaction is to be defensive. Fear is inbuilt in
defence. Thus need and fear go together.
One day I burst into anger with the stationmaster; when he announced that
the train was delayed. It was the$rst day of my examination. Instantlyfear
arose in me that the delay of the train might lead to faiiure in the examina-
tion.
Every need generates a fear of possible loss. To understand a conflict, you have
to identify the underlying needs and fears of the others as well as your own.
However peoples needs are mostly covered up by their wants. A want is different
from a need. A want is born out of desire. In other words, a want is a wishful
intention, whereas a need is real, in the sense that you cant survive without it. For
instance:
1%~are thirsty, and you get angry with the village shopkeeper for not hav-
ing your particular brand of sweetened drink. In this instance what is your
need? In fact, your real need is water to quench thirst.
In the above situation you have confused want with need. The implication for
conflict resolution here is not to get upset by peoples demands or their wants. See
through their wants and identify the needs underlying them. Each person in conflict
has to identify ones own needs as well as the others needs. For this you have to
avoid blaming and use such expressions like: What I need here is .......... 1 feel
upset when you behave this way, because ................... Tell me what is your real
need?
2. Agree with the definition of the problem with the other party
A conflict cannot be resolved unless the parties come to a common definition
of their problem. For instance, they should agree to what the exact problem is. For
example, in a conflict with someone, I say one thing and the other says another
thing as to what the conflict is. Then we cannot solve it. This situation is obvious
in any ongoing conflict around you.
Negotiation is the process of reaching a common and fair agreement on a

solution to a problem affecting two or more parties. In negotiating you ask questions
for getting to know the problem from the others side, and trying to explain your
side. Having thus established the understanding both of you try to find a win-win
solution. In negotiating you ask questions to steer the negotiation on the right track.
You may seek specific clarifications on the issues and the needs of the other person.
Active listening is an important skill in negotiation. Active listening involves
in giving your full attention to what the other person is saying, feeding back,
encouraging deeper probing, supporting the other persons attempt to find solutions,
and summarizing what is said.
3. Brainstorm possible solutions for both
Find with the other, the alternative solutions extensively to the problem. Dont
get fixed to your position demanding the only way you want to solve the conflict.
Take away the other person also from his fixed position by exploration of alternatives
solutions, which are agreeable to both parties.
4. Select the best solution for both
Taking the alternative solutions one by one the parts can evaluate them eliminating
the unacceptable ones to them. The evaluation of alternatives goes until they come
to one alternative most agreeable to both.
Implementation is the final stage.
5. Implement solution
Means planning, setting agreed time target, and act according to agreed term
of the solution.
6. Evaluate implementation
Find out how it works in practice and how people feel about the solution.
Perhaps the parties may need some adjustments as the implementation takes place
and the original problem might change. However, if the parties are not satisfied
as things go they can restart negotiation.
In the procedure of conflict resolution, you need skills in active listening,
assertiveness, conflict analysis and negotiation. Though the above sequence of steps
seems formal, in a practical situation they may be mixed. However, to reach a
solution in this manner both parties need to be honest, respectful to each other on
an equal power basis. They must be willing to arrive at a consensus and co-operate
with each other in finding a satisfactory solution.
Resolve Conflict Non- Violently 193
Intended outcome
- Defining conflict
- Analysing a given conflict by the needs of the parties involved
- Valuing constructive resolution
- Effective resolution skills
- Ability to mediate.
Childrens world of conflict
Children are not free from conflict. A teacher needs to know the nature and
types of conflicts that children have. In helping them to learn conflict resolution
the teacher can take examples and cases from their conflicts.
Conflicts at homes
- Jealousies among the brothers and sisters, by comparing with each other
on what they get from parents.
- Problems of equal treatment, privileges and personal rights.
- Problems arising from carrying out their responsibilities.
- Inability to deal with parents anger, negative comments and violence
- Deprivation of freedom to play, meet friends and express oneself.
- Deprivation of parents love.
- Deprivation of physiological needs, e.g. food, proper shelter, owing to low
income.
- Problems with elder brothers or bigger kids in the neighbourhood.
- Drunkenness of father disturbing peace at home.
- Instance of child abuse, e.g. severe punishment.
C
- Separation of parents.
- False accusations.
Conflict in school
- Name calling
- Being snubbed / being teased.
- False accusations.
- Fear of being unprepared, e.g. not having a pencil, not ready with homework,
not having read the lesson.
- Misunderstanding by teachers.
- Negative remarks by teachers.
- Being cheated by a peer.
- Being deprived of opportunity to participation in activities that the child
likes.
- Inability to buy things that the school requests.

- Physiological problems, e.g. hunger, low energy,
- Exclusion by peers.
- Adolescent growth problems.
The classroom should have open sessions where children can freely discuss and
express their conflicts and problems. Unfortunately the traditional school is too
busy to take into consideration this lively aspect of childrens growth.
Classroom Practices
1. Find opportunities during the lessons in subjects like literature, history and
social studies, to discuss concepts and methods of conflict resolution. Some
events in the text provide good case studies for identifying the needs and
fears of the conflicting parties, how they failed to reach agreement, their
short-sightedness, and the ways they could have found a solution.
2. Appoint one or several classroom mediator/s or peace maker/s in order to
help students to resolve their conflicts. This will give them an opportunity
to practise conflicts resolution in actual situations. (See School Practices)
3. Organize special sessions/workshops for students on developing skills in
active listening, concept analysis, negotiation and problem-solving.
4. Whenever you find vicious conflicts in students, get them to meet you, and
do counselling in privacy helping them to understand each others feelings,
explore into their own consciousness to discover the deep cause for such
behaviour and their inner unresolved problems. Get them to discuss and
resolve their problems, by speaking out, listening to each other, proposing
alternatives and finally agree upon a situation.
Hints to peace culture-building in school
1. Provide an opportunity for children to discuss their problems openly in the
class.
2. Conduct staff development sessions on ways of improving relationships
with the teaching staff and students.
3. Conduct session for parents, to draw their attention to childrens problems.
LEARNING ACTIVITIES
Resolve Conflict Non-Violently
l.What is a conflict?
This activity discusses the basic nature of conflict.
Level: Secondary.
Curriculum Concern: Social Studies/ history / When you want to discuss in history
or literature.
Objective: Understanding conflict
Activity : Introduction.
Conflict is a part of our life. Although we do not like conflict, we have to face
them in life.
Step 1.
Lets find synonyms for conflict, e.g. quarrel, fight.
Ask each student to write down on a piece of paper the immediate feelings,
reactions, memory, or thoughts that come to his or her mind when they hear the
word conflict (Expected responses: anger, assault, violent behaviour, harsh
words, etc.)
Step 2.
l Ask them to write a definition of conflict. And read it out to the class.
Putting together the best concepts, in their definitions find a comprehensive
definition. Write it on the board.
e.g.. Conflict is a situation between two parties over a disagreement on
an issue in which they have a common interest.
Step 3.
Divide the class into five groups. Give them five minutes to select a type of
conflict and rehearse role-playing it.
Each group present their role-play to the class. Every presentation is followed
by a discussion with a view to understand the nature of the conflict.
l What did you learn about conflicts?
l What are the basic types of conflicts?
l Why do people have conflicts?
Build a summary of the discussion on the board.
C
2. Count Squares
This is an activity that helps to understand that individuals have different
perspectives.
Curriculum concern: Social studies / When you want to give a brainteaser to create
interest in solving problems.
Objective: Understanding that people differ in their perspectives.
Activity. Step 1
Draw the following square on the board.
How many squares are there here?

Give five minutes to count the squares individually and write down the count
on a piece of paper.
Step 2:
Let students show their counts to others. Group the students according to their
counts. Then the groups are requested to prove that their number is correct.
Discussion: Guide question
1. Why the counts are so different in the class?
2. What can we learn from this experience?
(Let children come out with the following responses.)
a People see the same thing differently.
l To say I am right and you are wrong is misleading.
l We can look at an issue either narrowly or broadly. People who look
at it narrowly may say that there is only one square. People who look
at the above puzzle broadly may see many squares.
Resolve Conflict Non-Eolently 197
l When we look at something broadly, we begin to see new aspects or

components.
l Conflicts arise from a difference of perspectives between parties.
l By discussing the, differences we can arrive at agreeable positions.
3. The story of the two donkeys
This is on activity about co-operation problem-solving
Level: Primary
Curriculum concern: Language / Story time.
Objectives: Understanding that conflicting parties can resolve their problems through
mutual discussion.
Activity: Narrate the following story
There were two donkeys tethered at either end of a short rope around their
necks in a stall. On one corner of the stall there was a heap of grass, and
stack of straw in the opposite corner One donkey eats only grass, while the
other one eats only straw.
The first one tried to reach the heap of grass. At the same time, the second
one also tried to reach the stalk of straw, In this way the poor donkeys were
caught to a tag war The harder they tried, the more they cut their necks by
the rope. Their struggle was desperate.
Step 2.
Ask the student how they would suggest resolving this conflict between the
two donkeys. Note their suggestions on the board until you get the correct one.
Explain how they resolved the solution:
The two donkeys at last realized that it was pointless to struggle against
each other TheJirst donkey said to the other, Friend by competing against
each other neither you nor I will win. We only get our necks cut. Let us co-
operate. When I reach the heap of grass you come with me and wait until I
eat it. Then I will.follow you to the stack of straw. I will wait until you finish
eating.
They agreed on the solution. Instead of competing with each other in this
way, they were able to resolve the problem through mutual co-operation,
amicably. Such settlements are called win- win solutions, because bothpar-
ties feel they have won or gained.
Step 3.
Divide the students into five groups and ask them to draw the five stages of
the two donkeys problems. On completion display their drawing.
4. Conflict over an orange
This is an activity about understanding peoples needs in conflicts.
Level: Secondary
Curriculum concern: Social studies/ when you discuss causes of war / conflicts.
Objective:
Enabling to identify the needs of parties in conflicts.
Activity: Present the following case study.
Sita was getting ready to leave for her school. She went to the orange tree
andplucked the only ripe orange that was in the tree.
On seeing it, Kamal, her elder brothel; came and snatched away the orange
from her saying that it belonged to him. They began quarrelling.
Hearing the quarrel, their father came to them and tried to settle the con-
flict. He said, Cut the orange into two halves, and have your half
No: I don t want half said both in disagreement. Both wanted the full
orange. It was out of season and there were no oranges in the market to buy
Step 2.
Having presented the case, ask the students to propose solutions, on behalf of
the father.
Explain the following points during the discussion.
Underlying peoples conflict they have strong needs. Conflict is a situation
where two or more needs pull in different directions.
People accept solutions to their conflicts only if they satisfy their needs.
Now lets see how Sitas and Kamals conflicts were resolved finally.
Sita said that she would not go to school tf she didn t get the full orange.
Both of them wanted the single orange. Finally father asked Kamal, Why
do you want this orange?
I want to have a glass of orange juice, with a halfI can t have it, Kamal
rep1ied.
ResolveConflict Non- I/Tolently 199
Then father asked Situ the same question.

She said : I have our home science lesson today. Last week Ipromised my
teacher to bring an orange to make marmalade. Weneed some orange peels
to make marmalade.
After listening to their needs father peeled the orange and gave the orange
flesh to Kamal andpeels to Situ. They were satisfied about the solution and
ended the conflict.
l What kind of solution was it? (Win-lose or win-win)
l Why did they agree to the solution?
Comment: Since a problem arises from both the parties, it is the responsibility
of both parties to resolve it co-operatively.
Do you agree with the following attitudes about conflicts?
l Let him win and I will lose.
l If I do not win, I will never allow him to win, too.
l I cant allow him to win in any case.
l Let us discuss the problem and find an agreeable solution.
l We must find a fair solution.
l The only way for me to win is to defeat the other.
5. Whose mango tree is it?
This is an activity, about win-win solutions.
Level: Secondary.
Curriculum Concern: Social studies / when you want to discuss justice/ being fair/
co-operation.
Objectives: 1. Understanding the types of solutions in conflict
2. Valuing win-win solution.
Activity. Step 1.
Present the following case study.
A mango plant that grew on the fence in between your land and the
neighbours land. It started bearing fruits in this season. One day your
neighbour comes and tells you that the mango tree belongs to him. You tell
him it is yours. In fact nobody knows who planted the tree on the fence.
Step 2.
Let us see various types of solutions available to this conflict. The possible
solutions are:
Discuss. First possibility is that you win and the other loses.
Under this solution, you own the tree by use of force, threatening
him or else you pluck the fruit in his absence.
The second possibility is that you lose and the other wins.
Under this possibility he owns the tree in the same ways given
above.
The third possibility is that you lose and the other loses, i.e. both parties
lose. It can happen here if one of you cut down the tree.
The fourth possibility is that you win and the other also wins. This is called
a win -win solution where, both parties feel they have gained. Here several
alternatives are available.
For instance, both of you can share the fruit equally or you can have the
yield in one season and the other in the next season.
Step 2: Role-play.
The class is divided into four groups. Each group is assigned to select two
participants and role-play the dialogues of one of four possible solutions. They
practise for some time and stage it in the class.
6. Controlling anger
This is an activity about discovering the ways of controlling anger.
Level: Secondary.
Curriculum concern: Religion /when you have reconciled a conflict in the class.
Objective: Understanding the need and the ways of controlling anger.
Activity: Step 1
Present the following case.
Kumar was waiting in a long queue at the bus stand to get into a bus.
He was impatient and the bus was late. Then he saw a person comingfrom
somewhere outside and stood in front of the queue. It was unfair: Kumar
went to him and demanded to go and stand at the end of the queue. That
person said, No I won t do that. Do whatever you can. Kumar could not
control his anger. He assaulted the person in a fit of anger
_.I -..-~-....
Resolve Conjlict Non- Kolently 201
On seeing that a policeman came and took both of them to the police station,
where they had to spend the whole morning. Finally they had to apologise to
each other and come out. Kumar was advised by the police to refrain from
assaulting people.
Discussion Step 2.
1. What made Kumar assault the person?
(Let a student come forward and speak as Kamal to explain what went on
in his mind)
2. Can you narrate an incident you know, where people committed destructive
acts under the impulse of anger?
Step 3.
Students are asked to work in groups and make a list of instructions about ways
of controlling anger. They present the methods. Do a follow up discussion with
each presentation. Include the following methods of anger control if they are
missing.
l Do not act or take decisions under the impulse of anger. Postpone action.
l Know and accept yourself, that you are angry.
l If you happen to explode in anger, be silent, show that you feel sorry and
apologise.
l In a conflict never react to the other persons words or deeds in anger.
l Instead of being harsh, speak to the person, assertively, e.g. When you
speak like that I feel hurt.
l If your angry feelings are boiling inside after the incident, release them
physically through acts such as swimming, kicking a ball or working hard
in the garden.
7. How to deal with an angry person
This is an activity about some assertive ways of dealing with angry persons.
Level : Secondary.
Curriculum concern: Classroom management / When you have reconciled a conflict
in the class.
Objective: Exploring ways of dealing with angry persons.
Activity: Introduction.
1. Have you ever seen how an angry person shouts and threatens the others?
Have you been subjected to such a situation? What is the right way of
behaving when a person explodes in anger with you?
2. In such situations, some people will become submissive, silent and passive.
Some other people will be aggressive by reacting, abusing, threatening and
assaulting. However being submissive as well as aggressive is not helpful.
Often they lead to further aggravating or exacerbating the problem.
Step 2:
Let students go to groups and propose a list of instructions on the right way
of dealing with an angry person.
Step 3:
Following each presentation bring about the following effective ways of dealing
with angry persons.
A guide to deal with angry people

l Be assertive and avoid being submissive or aggressive.
l Listen to the person empathetically, showing your understanding.
l Do not react.
l Show your understanding using such expressions, as I can understand
your anger here.
l Show acceptance whenever you can agree with some of his points, e.g.
There I am with you. There you are right.
l If you were wrong accept it, e.g. Yes. I do accept it.
l If you are right, then tell him stating gently, Look so far I listened to
you, now would you listen to what I have to say?
l Try to bring the other person to a problem-solving discussion.
8. Power struggle
This is an activity to understand the nature of power struggle in conflicts.
Level: Secondary.
Curriculum concern: Social studies / When you want to step into a lesson about
a war or conflict in history.
Objectives: 1. Understanding that power struggle leads to violence
2. Understanding the effectiveness of non-violent response to power
struggle.
Activity.
Step 1.
Take students to an open space. Ask students to pair with a partner. Name the
two lines as A and B.
Request the pair to stand face to face, to raise their palms to shoulder level,
and keep them on each others palms, in a position ready to push.
Then give a command to line A: When I count 1,2,3, at the point of 3 push
your palms against the palms of the other one standing in front of you.
Give the command.
Step 2.
Let the students sit in a circle for the discussion.
You invite a student to come to the middle to do a demonstration of the previous
act with you. The student stands against you in the pushing position. You say,
Start. When the student pushes against your palms allow him to fall towards you,
by not pressing against him. As he falls towards you, embrace him.
l Stand up those who pushed back.
l Hands up those who did not push back?
l Remind that you commanded only those who were in line A line to push.
You never ask those in line B to push back. Why did they push back?
Discuss our tendency to resist violence by violence.
e.g To react to name calling by name calling.
To react to anger by anger.
To react to assault by assault.
To react to hate by hate.
l Turn the attention of the class to what you did (You did not push back. It
led the opponent to fall. You embraced him. The struggle ended in friendship.)
l What does my way of behaviour represent? Get students responses:
- Not to resist evil by evil.
- To react to bad by good.
- To react to hatred by compassion.
- To react to violence by non-violence.
9. Constructive conflict resolution

This is an activity, about constructive conflict resolution.
Level: Secondary
Curriculum concern: Class room management /When you want to introduce peaceful
ways of conflict resolution among students.
1. Conflict is a part of life.
2. Though it is unpleasant, yet it can be resolved constructively and end
happily.
3. Recall a conflict, and tell us how you experienced it.
1. Shock
2. Anger
3. Suffering
4. Frustration
5. Restlessness
Step 1.
1. We have to identify conflict in its early stages. Conflict is easy to resolve
at the beginning.
2. Conflict needs to be handled well so that it does not turn out to be destructive.
3. Let us brainstorm, how people behave destructively in conflict.
o Blaming the other
o Threatening
o Challenging
o Destroying property
o Impulsive behaviour
4. How can such conflict end?
1. Turning the other into an enemy.
2. Escalation of conflict.
3. Resentment.
5. When people resolve conflicts constructively how do they end?
(Expected responses).
o With mutual satisfaction.
o Renewed relationship
o Improvement of self-confidence
o Self-development
0 Learning
Resolve Conflict Non- Kolently 205
Step 3.
Students get into groups and identify the characteristics of handling conflict
destructively and constructively. They complete the following chart.
Destructive Approach Constructive Approach

e.g. 1, Emotional behaviour 1. Mature behaviour
2. Anger 2. Patience
3. Aggression 3. Assertion
4. ............... 4 . . . . ..*........
Step 4
Discussion
Appreciate and elaborate good points in students charts.
1. Use the following guide to enrich the discussion.
Conflict Resolution
Destructive Approach Constructive Approach

1. Emotional behaviour 1. Mature behaviour / Emotional control
2. Anger 2. Patience
3. Aggression 3. Assertion
4. Short-sighted 4. Long-sighted
5. Blunting the person 5. Separating the person from the problem
6. Threatening 6. Inviting discussion
7. Not listening 7. Active listening
8. Demanding the fixed solution 8. Searching for alternative solution
9. Egocentric 9. Problem-centred
10. Closed / non negotiable 10. Open/negotiable
10. Mediation
This is an activity, about understanding the mediation process.
Level: Secondary.
Curriculum concern: Classroom management / when you want to inform the students
about mediation.
Objectives: Learning mediation
Developing basic skills in mediation.
Activity : Introduction
1. When two parties in a conflict, which they find difficult to resolve by
themselves, a third person can intervene between them and help to settle
disrupter. This process is called mediation.
2. Mediation is stepping in between two conflicting parties to help resolve
their problem.
3. The mediator should be an impartial person acceptable to both parties.
4. You can be a mediator when your friends are in conflict, and when they
need someone to step in.
The Steps of Mediation:
1. Introduce yourself as a mediator.
2. Listen to both the parties.
3. Get them to discuss their problem and suggest solutions.
4. Help them to select the most agreeable solution and settle the conflict.
Let us have a closer look at the steps :
Step I. Introducing yourself as a mediator.
Ask the parties, whether they like you to help them to come to a settlement.
Take them to a quiet place.
Step 2: Listening to both the parties.
Ask party A to explain what has happened. Party B should listen, without
interruption.
Secondly, ask party B to explain what has happened. Party A should listen
without interruption.
You ask them more questions, get the matter clarified, to other parties and you
as well.
Step 3: Get them to discuss.
Ask them to discuss how to resolve their problem.
Let each party suggest alternative solutions.
Encourage them to explore good solutions.
Step 4: Help them to select the most agreeable solution.
They have to come out with suggestions until they find the most agreeable one.
Once they find the agreeable solution, help them to plan the implementation
of the agreed solution. How not to restart it after the settlement. What they should
do and shouldnt do with regard to the problem.
Resolve Conflict Non- Violently 207
Congratulate both parties for their co-operation given to mediation.

Precept the following case study to the class.
Prem and Janak are studying in the same class. Prem complains Janak is
nicknaming him. It is really hurting him. Prem has requested him several
times to stop it. But he didn t care. This prompted Prem also to retaliate by
nicknaming Janak. As a consequence they had a heated argument and even-
tually they started fighting. The resentment is continuing.
Invite three students to come to the front and role-play the three characters.
Prem Janak and a mediator.
As a facilitator guide them through the four steps of mediation described above.
l What is mediation? Explain it in your own words.
l Why should a mediator be impartial?
l What are the difficult situations, a mediator can face in helping to settle
conflicts?
l What are the skills necessary to mediate conflict?
0 A mediator is only a helper. He does not force his solution on the parties.
The parties in conflict should come out with the solution. Comment on
the statement.
h
Period from . . . . . . . . . . . to . . .. . . . . . . Teachers Self-Evaluation: Core Value: Care for the Planet
4ttempted
r Media of
Intearation
v
Integration
Positive
( inge
Subject
Change r
Effect on Childrens
Social Physi- 4l-b Science Other Co-curri Class Teaching Perspect Very Xfective Not so
to develop iubjects 14ctivities Mgt. methods ive Effective lffective
Studies ;al Edu-
cation
1.Ability to
analyse conflicts f f f f f f f f f
To understand f f f f f f f f f
needs and fears
2. Generating creative f f f f f f f f f
solutions f f f f f f f f f
3. Skills in f f f f f f f f f
negotiation f f f f f f f f f
4. Ability to mediate f f f f f f f f f
f f f f f f f f f
S.Control of anger f f f f f f f f f
f f f f f f f f f
Marking
= Discussed
Comments... . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... ... . . . .............................. ........................................................ . .. ... ... ... ...
Suggestions for professional development.. . . . . . . . . . . . . . . . . . . . .. . .. . . . . . . . . . . . . . . . . . . . . _.. . . . ... . . . . . . . .. . . . . . . . . . . . . . . . ..
Suggestions for the improvement of the Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .._...._.....................................................................
Supervisor
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18
BUILD PEACE IN THE COMMUNITY
We can make the new world if we want
We can make the new world if we all try
What we do is to make it show
And the old worlds got to go
We can make the new world and we will
From a song by P.J. Hoffman
Objectives
l Studies and discusses contemporary social issues
l Acts with civic responsibility
l Demonstrates healthy patriotism
l Participates in community development activities
l Adopts democratic principles
Core Values
l Concern for community building
l Civic responsibility
l Citizenship
Content
0 Social exposure programmes
l Citizenship attitude building
l Intended outcome
Learning Activities
l Exemplary activities from
l Arts
l Social Studies
l Language

This theme aims at developing childrens knowledge, attitudes and skills for
active and responsible citizenship. Education is accountable to produce good citizens
for both the country and the world. Schools can easily forget this obligation in their
competition for examination results or daily organizational maintenance efforts.
Are schools genuinely concerned for developing students citizenship? Does that
concern reflect in the behaviour of our youth? We often hear people saying, that
the present youth, lack interest in issues of their own country. The general immaturity
into social problems is reflected by their values system. In some countries terrorism
grows fertilely on this lack of informed citizenship of the youth. School has a heavy
responsibility to develop their students civic attitudes. For this, first of all schools
should set examples in being interested in the contemporary social issues, in
preference to keeping up with the long prevailing tradition distancing themselves
from the social reality. Schools teach children the past as history but are blind to
the present.
Social exposure programmes
We have to rediscover how schools can work in developing citizens for the
country as well as the globe. Obviously occasional references and discussions into
social issues are insufficient in creating a strong civic consciousness. One effective
method for it will be the social exposure programmes in schools. Such a programme
has six steps.
1. Expose students to socid reality
Exposing children to the social reality means letting them see what is going
on outside the walls of the school, how people live, what their problems are and
what we can do about them. In addition to visits, we can discuss current issues
in the classroom, school assembly and seminars. Generally primary children are
not exposed to negative situations. However primary children will be benefited in
being exposed to good things in the society that build hope for them. To them
negative realities could be presented indirectly. If we look deeper into good fairy
tales we can see that they represent the struggle between the good and bad. Children
who listen to them may not understand the inner message at once but as they grow
they will slowly begin to realize it. Many childrens stories speak in symbolic
language. From the secondary grades children could be slowly exposed to social
realities like poverty, drug addiction, environmental issues like pollution, and
scarcity of drinking water and current heath problems. Exposure to social reality
broadens childrens vision of the world. They develop right attitudes. Exposures
need not always be negative to social conditions. Children can visit successful
community development project sites as well. Among others are important historical
sites, mines, harbours, preserved natural parks museums and educational institutes.
Build Peace in the Community 211
Institutions such as courts, drug rehabilitation centres, observatories and prisons

can also provide insights to children. The insights developed through such exposures
have to be backed up by classroom activities.
A teacher reports: ( in Sri Lanka )

The school organized a peace education workshopfor perfects. A few days
later prefects held a meeting to plan their annual prefect day Instead of
having a gala celebration as they used to have in the past, they decided to
go to a war-threatened disadvantaged area and donate basic essential items
to children in a school. They collected a heavy load of such items from the
community and with the support of the other students organized a trip with
some members of the staff They performed a cultural educators show in
that school which was a heart moving get-together of children.
On the way back as we were coming, I asked an enthusiastic student how
he felt. He observed, I was really moved to see the condition of poverty
I decided to dedicate my ltfe to the welfare of the poor people in our
society.
Exposure to
social reality
Evaluate Identify a problem
Act Study the

problem
Decide a
course of action
A model of community peace-building project
2. Identifv a community problem

With the facilitation of the teacher, children select a problem to act upon
according to their own capacity level.
Examples of problems.
l Environmental destruction / Pollution in the surroundings
l A health hazard, e.g. smoking
0 Illiteracy
0 Poverty
l A current issue of child right / human right / violation
l Lack of a particular citizenship attitude in the community
l Vandalism on public property
a Waste of water
3. Study the problem
This phase involves collecting information gathered from reading, interviewing
people, studying case histories and consulting. In fact these studies could easily
be built into the subject lessons (See the examples at the end)
4. Decide the course of action
The approach adopted here is purely problem-solving where children take the
lead to study and find solutions. The discussions are headed by themselves These
studies and discussions can be accommodated in the co-curricular activities. (See
examples at the end of the chapter) The studies of the problems and their presentation
can be academic exercises using graphs, charts, photographs, drawings, written
reports, and maps studying an analysis of the problem that leads to deciding a course
of action, preparation of a plan and organization for implementation.
5. Act
Among the action children can take with regard to social problems are raising
public awareness, writing to authorities, educating the-people, and engaging in
shramadana (free labour donation). They can engage in public awareness raising
activities such as
l Exhibitions
0 Processions
l Street drama
l Putting up posters and banners
l Wearing symbolic badges
How children saved trees.

In a rural area of Sri Lanka a certain Provincial Council decided to cut down
the old trees besides the public road. The trees provided shade to the public
road and added to the beauty of the environment. On hearing the news a
group of children in a neighbourhood school organized arally against the
decision. They went on a rally covering every tree by a strip of white cloth
with the sentence written on each tree saying, Please don t cut me. Iprovide
you shade.
The rally created public opinion .As a result finally the Council gave up
their decision.
6. Evaluate
All the activities need to be reflected upon by the students with the participation
of a teacher. In reflective discussion they evaluate their experience in the light of
strengths and weakness. It needs to be mentioned here that community peace
building activities should not necessarily be engaged always in public campaigns
as such. They could be done within the school through curricular and co-curricular
activities. The nature of the activities widely differs according to the age level of
the children.
Community building
The word community is defined as the people living in one place, district or
country considered as a whole.[Oxford Advanced Learners Dictionary] A
community is linked together by many common factors and as a result they affect
each other, Community building is a process that needs to go on continuously in
a society or a country. It happens at various levels such as social restructure,
educational reforms, cultural reawakening, conflict reconciliation, reemphasis of
morality and value system. The movement may cease once the community starts
getting disintegrated and disoriented. Especially after a war or a social catastrophe
we find the community falls apart. Then it has to be rebuilt through special efforts.
Citizenship attitude building
Being a citizen involves understanding ones role as a member of the community
or nation and acting with responsibility. A social role is built upon a certain set
of attitudes. Attitudes are predispositions to behaviour.
Education is accountable to the society to produce good citizens. The word
citizen is basically a political term. It is the politics in the global context. Thus
a good citizen thinks globally and acts locally. Citizenship need not always be
interpreted in a parochial narrow sense as blind obedience to the immediate political
forces.
In promoting citizenship a school needs a clear model of it both in terms of
local and global needs. With that picture in mind they have to draw education
programmes within the curriculum. Peace education basically attempts developing
peaceful attitudes in the future citizen. Good citizenship is built upon the following
attitudes anywhere in the world.
1. Patriotism is the ground on which citizenship and democracy is based. A
person is obliged to perform his duties because of his love for the community
and country. It is a basic attachment to nation beyond the present interest
of the government in power. In it there is general willingness to co-operate
with the nations effort for advancement.
2. Productivity is the degree of contribution a citizen makes towards the

development of ones society. A good citizen does not want to be a burden
on his people. He or she thinks in terms of What can I give to the country?
not in terms of What can I get from the country?
3. Civic responsibility is the consciousness of ones duties towards the society
in day-to-day life as well in long-term perspective, e.g. being informed
about the current political and other issues, abstaining from disturbing the
peace of the neighbourhood, protection of public property, participation in
community building activities.
4. Interest in contemporary community, national and global issues. A
citizen takes interest to seek information on the issues affecting his or her
society at every level. Today there is a global tendency developing towards
individualism. One of the seeming dysfunctions of this tendency is selfishness,
which drives people to pay less care or no care to social issues and duties.
Elders often criticize the youth as being increasingly disinterested in the
problems of their society.
5. Active participation in community building: A citizen is bound by duty
to participate actively in community building according to his or her best
capacities. The Convention on the Rights of the Child lays great stress on
the need of recognizing childrens right to participate in community life
and development through seeking information, expressing views and opinions
through equal access to opportunity for personal development and cultural
activities and education. Active participation in community building and
environmental protection is the most effective way of developing childrens
attitudes and interests on responsible citizenship.
6. Cultural enricI.ment: A good citizen is a cultured person in that he is
disciplined by the rich qualities of his culture as well as the global culture.
Educationally speaking, children at the beginning need to be nurtured and
disciplined by their own cultures. As they grow up they should be exposed
to other cultures as well so that they can appreciate and learn from them
to be world citizens.
7. Obedience to law: A citizen is necessarily one who abides by the law of
his country. Here by law we mean the established code of law. Justice is
the source of rightful law. However a citizen tries to rectify laws when they
happen to be unjust as it happens sometimes. Schools need to develop law
consciousness in children. It is a striking fact that many school syllabi are
silent about social justice and the civic laws.
8. National coherence: A citizen living in a multicultural society preserves
the national unity by respecting and giving due recognition and rights to
all the sectors of people in spite of their differences of ethnicity, language,

religion and class. Social diversity has to be viewed as an opportunity of
social and cultural enrichment. Today many countries are becoming plural
societies. Education is considered an effective means of promoting national
harmony. To meet this need teachers have to be equipped to respond to
ethnic and cultural diversities of students in schools. The curriculum has
to be reconsidered in the light of multicultural needs.
9. Simple living: The need for simple living has never been felt in such a
degree before as it is now. All the commercial forces pressus to buy their
products. They create ney needs. in us through their strong machinery of
propaganda. The consequence is the ever-growing consumerist society that
wastes natural resources in the production of unnecessary goods only to
satisfy the greed of people. They pollute the environment both during the
process of productions and after their use, as heaps of garbage. Thus simple
living is nature-friendly in every way. To live simply is to lead a life,
.outwardly, poor but inwardly rich.
10. Democracy: is interpreted in different forms in different countries. However
the basic features in democracy are freedom of speech, public participation
in governance through representatives, tolerance of differences and respect
for human rights. In addition, a democracy can be evaluated by the degree
of public confidence, voluntary compliance with the law, party activism,
voluntary organization, activism, and political discussion. In a country,
democracy emerges essentially from the ways people adopt in their lifestyle
and administration of social institutes. For instance, children learn democracy
by the way home, school and classroom are managed.
Intended outcome
l Shows interest in studying and discussing contemporary, local, national and
global issues.
l Sense of civic responsibility.
l Participates in community welfare and development activities.
l Patriotic attitudes.
l Democratic behaviour.
* Develop the conviction that school is accountable for contributing to the
welfare and development of the community.
* Show interest in contemporary local and global problems by providing an
opportunity to discuss them.
* Plan and implement community-building projects where every student gets
an opportunity to participate.
LEARNING ACTIVITIES
Examples: Activities in Community Building through Subjects

Primary:
Arts 1. Design a peace flag.
Group Work: 2. Draw posters in-group on a given peace concept.
3. Organize a class / school exhibition on peace.
4. Draw your dream of a peace land.
5. Draw a set of public posters on a current peace problem and exhibit
it in the school.
6. Make a model (of the map) of the community where you live.(You
can do it using sand, mud, cardboard or on a large sheet of paper
using colour pencils / pastels)
Secondary: Select a peace motto and illustrate it by drawing.
Social Studies
Secondary:
1. In groups identify a set of responsibilities of citizens in connection to a
current social issue in your community. Make a list and display it in the
school.
2. Organize a classroom level or school level seminar on a contemporary social
problem / world issue.
3. Conduct a survey of a community issue in the neighbourhood, e.g. how aged
people are looked after and cared for in the community.
4. Select a social issue related to community building and conduct a community
attitude or opinion survey through interviewing people. Present your findings
at a seminar organized in the school.
5. Organize a public parade to raise awareness in the community about an
important issue they should take action, e.g.
l Abstain from smoking.
l Respect child rights
6. Prepare tables of statistical figures of important social problems in your
community, e.g. Study crimes/ population growth/ employment/ through a
survey and display the findings using charts in the classroom.
Language
1. Collect paper cuttings of good news and exhibit them on a board in the
classroom.
2. Conduct a simulation of a scene related to community peace building, e.g.

a certain village where water from the stream for drinking now due to the
neglect of the villagers living by the sides of the stream the water is
increasingly getting polluted. The villagers hold a meeting to discuss the
problem.
3. Collect poems on peace themes.
4. Write poems and songs on peace themes. Conduct an appreciation session
in the class.
5. Children are given a social issue and it is freely discussed. Then students
are asked to find their solutions is groups and write them and present them
in class by reading.
6. Children write a letter to a minister drawing attention to an emerging
community problem.
7. Organize a debate on a controversial social issue.
8. Write a short story portraying the feelings of a character victimized by a
social majestic.
-
Period from . . . . . . . . . to . . _.. ... Teachers Self-Evaluation: Core Value: Care for the Planet

Integration Integration change Change
Subject
4ttempted Language Social Physi- Arts Science Other Co-curri Class Teaching Perspect- Very Effective Not so
.o develop Studies cal Edu- Subjects Activities Mgt. ive
methods Effective Effective
cation
1.Studies contempo- f f f f f f f f f
rary social issues f f f f f f f f f
2.Civic responsibility f f f f f f f f f
f f f f f f f f f
3. Participate in f f f f f f f f f
community f f f f f f f f f
development
4. Democratic f f f f f f f f f
behaviour f f f f f f f f f
Marking
= Discussed
Comments... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................ ...................................................................... . . . .. ... ... ...
Suggestions for professional development.. . . . . . . . . . . . . . , . . . .. . . . _. . . . . . . . . .. . . . . . . . . . . . .. . . , . . . . . .. . . . . . . . . .
Suggestions for the improvement of the Guide.. ... . ... ... .. . . .. . .. . .. . .. . . . . ... ... . . . . . . .. . . . .. .. . . . . . .
Supervisor
19
CARE FOR THE PLANET
The earth does not belong to us; we belong to the earth.
Red Indian Chief Seattle
Objectives
l Develops an affection&e attitude towards the Earth and Nature
l Explains the types of environmental crisis in our period
l Describes how we contribute to the environmental crises
l Refrains from polluting and destroying Nature
* Values reusing, repairing and recycling natural resources
0 Participates in environmental saving activities
0 Values simple living
l Take an interest in studying about the earth
l Appreciate peace with Nature
l Develops a spiritual relation with Nature
Core Values
l Peace with Nature
h
l Preservation of Nature
l Appreciation and admiration of natural environment
0 Valuing reuse, repair, recycling natural resources
Content
l Educating to care for the planet
l Concluding thoughts
l Intended outcome
Learning Activities
1. Saving water
2. Story of the piece of paper
3. Plato in a shop
4. A tree addresses us
5. Trees and animals
6. Silent watching
7. Drawing in life energy
8. Recreating nature
9. Weave us a garment
10. Peace with Nature
This theme aims at developing the sense of touch with Nature in children.
In fact, they are very sensitive to Nature. But as we gradually grow into adulthood
in this artificial surrounding of the modern era, the touch diminishes away from
our life. Peace with nature is blissful, healing and fulfilling. It creates a deep
spiritual sense of communion with Nature, which brings about contentment and
peace. The ever-increasing restlessness in the modern society arises from the loss
of touch with Nature.
In coming into touch with Nature, we develop what is called, the planet
consciousness. Children need to have it to know how the ecosystem operates.
Fortunately many curriculum designers have identified the needs. Subjects like
science, geography, and social studies area in both primary and secondary amply
provides knowledge about the planet. Peace education helps internalization of such
knowledge, through bringing in the affective learning dimension into it.
Heartless Science Education

Once a science teacher told the writer the following story about his own
science education.
When I was studying in Grade 8, the science teacher explained the solar
system to us. On hearing it I was overwhelmed and awestruck. When the
teacher was leaving the class at the end I approached him and expressed my
feelings. He stopped and looked at me sarcastically and said You can t
learn science, ifyou get sentimentally involved like this and went on his
way Ifelt embarrassed. However as a child Ifelt that he was wrong. The
secret of the success of my latter science education was the curiosity and
sense of awe I had always to know Nature.
As a science teacher today the success of my career is the secret of converg-
ing learning science with the sentiments of wonder; reverence, and admira-
tion for Nature in students. I observe that my students find every lesson, not
only an intellectual experience but also a spiritual andpersonal experience
of self-discovery.
Our president era is crucially decisive about the future of mother earth. Mankind
had been living on earth at least for the last six million years. They built many
Care for the Planet 221
civilizations on various parts of the earth. The striking fact about the ancient
civilizations was that they were never posed threats to the earth. But within the
short existence of the modern civilization for the last twenty-seven decades, say
from 1830 with the beginning of the Industrial Revolution up to the present, the
earth has been threatened with damage, pollution and destruction as never before.
Unless we stop this, the future of the earth is at great risk.
Educating to care for the planet
Children need to understand the consequences of damages we do to the earth
because they are the future citizens. In fact children can be crusaders to save the
earth. To quote only a few problems affecting the earth:
_-
l Global warning
l Ozone depletion
l Ever increasing poverty
l Population growth
l Famines, cyclones
0 Loss of forest
0 Soil erosion
l Extinction of species
l Scarcity of drinking water
l Chemical poisoning of fertile soil.
l Toxic wastes
l Over fishing
l Air pollution
People accept the need to stop all this destruction. However, when it comes
to action they are indifferent. The damaging is continuing as ever year-by-year.
Educationally, raising awareness in children should be reinforced through
providing an opportunity to get into action. Participation in action-oriented projects
strengthens attitudes. Schools have to organize environmental projects as co-curricular
activities. Here we should not forget the fact that children are capable of changing
the world in their own ways.
Children are capable

A teacher from a public school in Colombo reports:
I did a small classroom activity on the caring earth. A few days later I
heard how one of my students had stopped his destructive habit. The parents
leave home to their offices with the child. On the way there is a preserved
birds sanctuary land. Many people bring their home garbage in bags, stop
cars and throw them away to the preserved land. On the following morning
the childprotested against this parents habit.
.-
Concluding Thoughts
The earth is at risk as a consequence of our mistreatment. Our life is so
intrinsically connected with the earth. Mistreating earth is mistreating ourselves.
In this context, it is so necessary to enhance childrens affection towards earth and
Nature so that they develop concern for their living surroundings in every day life.
Children have capacities to help Nature in their own ways. To involve children in
persevering and protecting earth first they have to learn how the ecosystem operates,
identify crises and then involve in action
Intended outcome
Concern for En vironnten t
l Takes an interest in studying environmental issues
l Prevents polluting and destroying Nature
Affection for Nature
l Can enjoy peace with Nature
l Appreciate the beauty in Nature
Preserves natural resources
l Values reusing, repairing and recycling natural resources
0 Participates in environmental cleaning activities
Values Shpte Living
l Prefers to use environment friendly materials
l Seeks for inner peace and contentment
Classroom Practices
Show a concern for environmental issues during your lessons.
Allocate regular space in classroom wallpaper for environment.
Beautify the classroom walls with pictures of nature and animals.
At least once a term, take children on a short trip to a nature sites for study
and enjoyment.
Encourage children to run green projects
Encourage students to produce a book We Love Earth using Nature
photographs and other interesting information on Nature.
In Arts let students draw sceneries of Nature, including animals, birds and
trees.
Have a classroom collection of quotations, songs and poems about Nature
Introduce hobbies that develop positive attitudes to Nature, e.g. pressing
flowers and leaves.
Develop a culture of valuing reuse, repair and recycle things we use.
Earth is my garden, it k a beau@1 place

For all living creatures, for the human race
Helping Mother Earth we can roam
We all deserve a place that we can call our home.
Lyric by Lorraine Bayes and
Denis Westphall
Hints for peace culture building

Form a green club in school.
Organize a Green Day with such activities as lectures, seminars, video
shows and an exhibition on environmental current issues.
Organize a community tree-planting project.
Design the school garden so as to reflect the Green Movement.
If your school has adequate land, plant a model botanical garden.
Cultivate a herb garden in order to let children come to know valuable and
rare plants in the area.
Have a recycle project that the school can afford to run (e.g. compost
fertilizer product, bio gas for school laboratory paper recycling)
Keep the school clean.
LEARNING ACTIVITIES
Care for the Planet

1. Saving Water:
This is an activity that helps to learn our civil responsibility for saving
water.
Level: Upper Primary.
Curriculum concern: Elementary Science / When you are doing the unit on
water
Objectives: 1. Valuing water
2. Discovering ways of saving water.
Activity:
1. Brainstorm the many uses of water. List them on the blackboard.
2. Students go into groups and discuss: Why we should save water?
3. They present the summaries to the class. Every presentation is followed
by a brief discussion.
4. They are asked: What are the ways of saving water?
1. At homes 2. At school
3. At farms 4. At community level.
They go back to the same groups and take one topic to discuss. They
make a guide to save water in the given places.
5. Each group presents the guide they have prepared to the class. A brief
discussion is followed with each presentation..
6. In conclusion each student verbally completes the following phases.
1. By saving water 1 help ......................
2. One way I can help saving water at home is.. . . . . . . .
2. Story of the Piece of Paper
This is an activity to understand how we contribute to the depletion of
the natural resources in the world.
Level: Lower Secondary
Curriculum concern: Language: Writing / When you want to give a topic for
writing an essay
Objective: Valuing trees and forests.
Activity:
1. Each child is requested to go out and bring a small piece of paper into the
classroom.
2. The teacher explains the value of forests and trees to them. Each child is
asked to tell the names of trees they know. The teacher tells them that paper
is made of wood, by felling forests.
3. For our consumption of paper millions of trees are cut down annually.
Children silently look at the piece of paper. Children imagine the story of
the piece of paper and write it as an autobiographical narration.
4. Essays are read out and appreciated.
5. What are the other things we use that contribute to depletion of natural
resources?
6. How can we minimize the destruction of trees?
3. Plato in a shop
This activity helps to understand the difference between want and need.
Curriculum concern: Social studies /When you want to discuss
Objective: Understanding the difference between wants and needs.
Activity:
1. Narrate the following story to the class.
One day the greatphilosopher and teacher in ancient Greece, Plato was walk-
ing through a street of Athens. One of his students had a shop in the same
street. On seeing the teacher passing by he ran after him, saluted and invited
him to visit his shop.
Plato walked into the students shop. The student was delighted. He said to the
teacher: Sir, Please take anything you want.
Plato looked round at all the attractive items and said, I don Psee anything
that I need here.
1. Discuss the meaning of the story. Why did Plato say that? Get students
responses. Lead the discussion to investigate into the question of the difference
between want and need? Build the discussion using the guide below.
Difference between want and need
l A want is a wishful thing, which you desire to have. There is no end to
our desires and wants.
l A need is something without which you cannot survive, e.g. For our physical
survival we need air, food, water, clothes, house and medicine. Then we
have our professional needs. For instance, a writer needs a pen. A carpenter
needs his tools. Fortunately our needs are few.
l When we want to buy anything we should question ourselves: Do I want
this ? Or do I need this?
l By buying things we really do not need, we not only waste money, but also
contribute to the exploitation of natural resources. Such things end as
rubbish.
l Simple living means to live physically with less wants but with inward
riches such as joy, contentment, beauty and wisdom.
l So often we confuse our needs with wants, e.g. When a person needs water
for thirst, he buys his particular brand of artificial drink. When a lady needs
cloth, she buys an elegant dress.(Get more examples from the class.)
Group assignment: Give ten instructions to be a wise buyer. Let children
discuss in groups and draw the instructions on large sheets of paper and
display them in the classroom. Be brief and build on their findings through
a follow up discussion.
4. A Tree Addresses Us
This is an activity about the uses of trees.
Curriculum Concern: Environmental Studies/Elementary Science/ When you want
to discuss the use of trees
Objective: Understanding how trees help the ecosystem.
Activity:
Step 1:
Have a brief discussion on the uses of trees and plants.
Put students into five groups and give each group one of the following topics.
(1) Furniture we make out of wood.
(2) Kinds of fruits trees yield us.
(3) Kinds of drinks we prepare from the fruits, leaves and nuts.
(4) Kinds of grains.
They list the names under the topics and present them to the class.
Discussion: Clarify the following points during the discussion.
(1) How trees help to keep the upper layer of soil moist protecting it from
evaporation. When trees are cut down the soil gets dry.
(2) Roots keep the soil tight together. Cutting trees leads to earth slides.
(3) Trees breathe in carbon dioxide in the day and breathe out oxygen.
(4) How trees help insects, birds and other creatures.
Step 3:
Having discussed the uses of trees the teacher gives the topic A tree addresses
us to write an essay/ poem/ song.
Step 5 :
On completion, the writings are read out and appreciated.
5. Trees and animals
This is an activity about observing Nature.
Level: Lower primary.
Curriculum concern: Environmental studies/Observation skill development/When
you are discussing plant life.
Objectives: Understanding how plant and animal life are linked.
Activity:
Take children out to the schoolyard. Briefly discuss the uses of trees. Make
groups of four and ask each group to select a tree in the schoolyard. They have
to observe the tree silently and identify various kinds of insects living on it. They
also have to look for birds as well coming to the tree. When the time given is over,
gather the children under a tree and let them share their observations and feelings.
6. Silent Watching
This activity helps developing affection towards Nature.
Level: Upper primary/ Secondary.
Curriculum Concern: Religion / Environmental studies/ When you discuss the
value of environment on our life.
Objective: Experiencing peace with Nature.
Activity:
Take the class to pleasant and quiet natural surroundings. Instruct: Now each
of you leave the group and feel alone by yourself in this beautiful natural surrounding.
Experience the silence for 5 minutes. Do not think. Let the mind quieten down.
After letting children stay in silence, tell them: Look around. Select a natural
object such as a tree, plant, the sky, the earth, or a cloud. Look at it with complete
silence and attention. Watch it with affectionate and friendly feeling in your heart.
Enjoy the sunshine, freshness of the air, listen to the songs of birds. Listen to the
silence within you and outside you.
(10 minutes)
Discussion : Guide questions
Convene the class. Sit on the ground under a tree in the same surroundings and
share the experience gained from the activity.
l Did you enjoy being alone with Nature?
l How would you explain your experience?
l What kind of insights did you get while watching Nature?
l How are you going to use this learning to enrich your daily life?
l How do you express your affection for Nature? Mention one statement to
express your affection.
7. Drawing in Life Energy
This is an energizing activity that creates a vibrant feeling of health within you.
Level: Secondary.
Curriculum concern: Physical Education/ Health Science/ When you want children
to feel energized
Objectives:
(1) Introducing the use of auto-suggestion for feeling wholesome and positive.
(2) Producing a sense of well-being in children
Activity :
Take the children out to the grounds or a clean surrounding. Let them stand
apart from each other keeping some distance between them.
Instruct:
l Life is energy. To live we need high energy. We draw energy from Nature,
through what we eat, the air we breathe in, and sunshine.
l Now draw a long breath in. As you breathe in say to yourself mentally, I
am drawing in the life energy of the air. As you retain the air in the lungs
say mentally, The energy of the air in my lungs now spreads out to all parts
of my body. It energizes my whole body.
l Now exhale slowly saying mentally,All the toxin and poisonous elements
in my body are going out with this breath. My body gets purified.
Carefor the Planet 229
l Do this breathing exercise for 5 minutes. At the end close your eyes and
say to yourself, I feel highly energized. I am feeling radiantly healthy now.
1. Inquire how students did the exercise (in order to know whether they
understood properly.)
2. Do you feel a difference after doing the breathing exercise?
3. Can you do this exercise early in the morning and in the evening on a daily
practice?
(Adopted from Yoga Pranayama exercise.)
8. Recreating Nature
This activity is about appreciating the wonders of Nature, through dancing and
miming.
Level: Primary.
Curriculum Concern: Dancing/ Physical Education/ When you want to train children
in basic forms of dancing or miming.
Objective:
1. Imitating Natures activities
2. Aesthetic appreciation.
Activity:
1. Show how flowers open keeping your fists together facing each other, and
unfolding your fingers as petals. Do it rhythmically all together in the form
of dance.
2. Show how the trees move, rhythmically with breeze. With the movements
of your body arms stretched out.
3. Show how stars appear over the Eastern horizon and slowly rise high in
the sky. Show how they twinkle with your fingers.
4. Show how a piece of cotton, floats lightly in the air, by moving your bodies.
5. Mime in rhythmic, body movements, expressing the meaning of the following
sentences in groups.
1. Sun rises over the horizon. Birds fry singing songs all over the sky.
Flowers bloom open with sunshine.
2. Clouds are forming in the sky They float freely.
3. A wind is blowing over the trees. It gradually becomes faster and.faster.
Note : If you can provide rhythmic music to suit the movements children will enjoy
the activity much better
Discussion:
l What are the other movements you can mine?
9. Weave for us a garment
This is an activity of appreciating a prayer song of American Indians.
Level : Upper secondary.
Curriculum concern: Literature / When you want to select a poem for appreciation.
Concept: Gratitude to Nature.
Objective: Building affectionate and grateful attitudes towards Nature.
Activity:
Write the following prayer song of American Indians. They were the indigenous
natives of America before the arrival of the Europeans. American Indians had a
genuine affection for nature, as a traditional value in their culture.
Oh. Our Mother the earth.
Oh. Our Father the sky
Your children are we.
We bring you the gifr of Love
Weavefor us a garment of brightness
May the warp be the white light of morning
May the weft be the red light of evening,
May thejringes be thc.falling rain.
May the border be the standing rainbow.
.Thus weavefor usagarmentof brightness
That we may walk fittingly where birds sing,
That we may walk,fittingly where grass is green.
Oh Our Mother earth
Oh. Our Father sky
Appreciation: Read the song aloud. Sing it.
Appreciate the song, trying to understand the meaning.
Guide Questions:
1. Why do people call the Earth the Mother?
2. When the American Indians said the earth and sky their mother and father,
what could they have really meant?
3. What kind of garment do they pray for Nature to give them?
Care fbr the Planet 231
4. What is the garment made of?

Assignment:
Go into your group and make a similar poem or a prayer for Nature.
10. Peace with Nature
This activity helps children to understand and experience peace with Nature.
Level: Secondary
Concept: Peace with Nature
Objective: Enabling to appreciate peace in Nature.
Activity:
1. Take the class out to a pleasant natural surrounding let children sit in silence
for 5 minutes calming down.
2. When the class is well settled, read the following prayer song. It is adapted
from a Celtic blessing song. Children listen in deep attention.
Deep peace of the running wave to you!
Deep peace of the flowing air to you!
Deep peace qf the quiet earth to you!
Deep peace of the shining stars to you!
Deep peace of the whole universe to you!
3. Repeat the poem with the class several times. Let the class learn it by heart.
Ask children to imagine and feel the peace described in the lines?
Appreciation :
1. Did you feel the peace of the running water? (Discuss)
2. Did you feel the peace of flowing air/quiet earth/ shining stars/ universe?
Discuss
3. What are the other places where there is deep peace in Nature?
e.g. Within deep sea bottom.
On a solitary planet.
In the space between two stars.
Under an old Banyan tree.
Period from . . . . . . ____._
to .__ . Teachers Self-Evaluation: Core Value: Care for the Planet
Effect on Childrens
behaviour
Subject
Behaviours
Language Social Physi- MS Science Other Co-curri Class Teaching Pcrspect- Very Wective Not so
attempted to
Studies cal Edu- Subjects Activities Mgt. methods ive Effective Effective
dewlop
cation
1.Concern for I:
environment I-
Z.Affection for F
Nature
3. Ireseves
natural resources
4. Values simple
life
Marking
V = Discussed
I: = Frequency (No. of times)
Comments... ____.. . .., . . . . . . . . . . . . . . .._ _.. __.__.............._..........................,..,.................................,....... . ...
Suggestions for teachers professional development... . . . .._ .._. _. . .,. ... ... ... .,_ . ,.. . . . . . . . ._._._,.. . .. .. . .. . ._
Suggestions for the improvement of the Guide... . . . . . . . . .. ... ... ... . . .. . . . . . . . . . . . ... ... . ... . . . .__._, . . .. . .. .. . . . . . . .
Super\ isor
20
EVALUATING PEACE LEARNING

L Have we come where we want to?
How do we know we have come where we want to?
Where do we want to go from here?
Teachers need to know the worth of their effort. How far students are learning
according to the plan of the lesson? Are the objectives of the lesson being achieved?
If so, how far? Is there a gap between the levels of achievement and the intended
goal? If so what is it ? These are the kinds of questions that come naturally to a
teacher. To know and judge the effectiveness of her teaching she has to get feedback
from the students.
Evaluation is generally done in three stages. At the beginning it is done to know
the state of arts, i.e. to judge the initial standard of students, or popularly known
as the entry behaviour, in relation to the intended programme. The achievement
of an education programme is measured against the entry behaviour. It is the
foundation to evaluate any progress taken place. Evaluation is also necessary while
teaching and learninp is in progress. This is called formative evaluation. During
,-
the process of teaching naturally the teacher is watchful to find out whether students
are really learning. Finally, evaluation is done at the end of the programme in order
to judge its worth, to determine the degree of achievement and to revise or improve
the next cycle of programme. The following diagram represents the process described
above.
Teaching and -
Learning
Evaluation t
Evaluation is an integral element in education. It provides feedback to revise

or improve the process of teaching and learning in school. An evaluation process
follows the steps given below.
234 Learning he Whyqf Peace
1. Survey students entry behaviour

As explained earlier, entry behaviour is the present level conduct including both
strengths and weaknesses. The needs are identified according to the entry behaviour.
2. Identify needs and set goals
Based on the survey or observation of the entry behaviour, set goals. Specify
the goals in terms of expected behaviours. Examples for this have been given under
each core value. They are the objectives to be achieved. To evaluate means, in
simple terms to judge whether the objectives have been achieved. The expected
behaviours serve as indicators for evaluation as well.
3. Select concepts that build the intended behaviours
Concept includes here core values and the attitudes and skills that come under
them. To build a particular behaviour in children, as a teacher you work through
a selected concept.
Example: you want to inculcate sharing and helping behaviours in your class.
Obviously you try to build the concept of co-operation by providing knowledge,
attitudes and skills through using many methods.
4. Identify the peace concepts in the curriculum on which you could build the
expected behaviours. Plan co-curricular, extracurricular activities.
Basically as a teacher you have to work through your subjects. But that does
not prevent you from initiating activities at other levels in achieving your educational
goals in school.
5. Implement the programme
The most important phase is implementation. This has been discussed in detail
practically throughout this handbook.
6. Prepare tools of evaluation
You need to develop tools or instruments of evaluating the effectiveness of
learning in the selected area. Generally they will be:
0 Short written/oral test
l Attitude surveys
l Observation tools such as checklists, tables.
l Student assignments
0 Interviews
l Problem-solving activities,
l Activities or situations in which students express their genuine attitudes
Evaluating Peace Learning 235
Measurements can be done on three point scale (very satisfactory, satisfactory,

not satisfactory) or live point scales. Judgements must be objective.
7. Evaluate
Conduct evaluation at all the three levels mentioned above. Especially evaluation
at the process level or formative level is most important. In fact evaluation need
not to be a special activity outside teaching and learning, Evaluation can be easily
built into the process of teaching and learning.
Outcome of a particular learning is basically a changed behaviour. In peace or
values education care is needed to judge students behaviour. Some consequent
behaviours are indirect or delayed. Even abstaining from certain behaviour patterns
or norms indicate a value judgement.
8. Use evaluation for feedback, feed forward and revision of the programme
Here feedback means to raise the level of the under-achievers, through
implementing remedial activities. Feed forward is to develop the programme further
to help the achievers go forward. Revision involves in improving the present quality
of the programme.
Concluding Thoughts
Evaluation is an integral part in any educational programme. Evaluation is
necessary to continuously improve and revise teaching and learning in school. It
is necessary at the beginning, during the process and at the end. Peace education
is evaluated by the expected behaviours decided at the beginning.
Things To Do
1. Identify a need in the area of peace education in your class. Select the peace
concept that can build your expected behaviour in children.
2. Select a core peace value. Analyse the attitudes, sub values and behavioural
skills that come under it.
Evaluation of Lessons
School:
Grade:
Teachers Name
(Instructions: J (Tick the appropriate Value Column) Subject:
Activity 1 2 3 4
1. Classroom Arrangement
1.1 Arranged to facilitate group work
1.2 There is a collection of learning materials
1.3 Charts, pictures, mottos, displayed
1.4 Students works exhibited on display board
1.5 Classroom code of conduct displayed
1.6 Student duties properly assigned
2. Progression of the Lesson Observed
2.1 Adapted child-centred/ experimental
learning approach
2.2. Lesson developed progressively
2.3 Used interesting and creative learning
activities
2.4 Used audio-visual aids.
2.5 Provided special attention to those who
needed it
3. Peace Education Approach
3.1 Megrated peace values
3.2.Adopted peace perspective to the subject
3.3.Used peace learning activities
4.4.Adopted peace approach to classroom
management
Activities Used
1. . . . . . . . . . . . . . . . . . . ..
2 . .,..,..........*.....
Evaluating Peace Learning 237
Activity 1 2 3 4
1. Students Learning
1. Subject content is sufficient
2. Students developed positive attitudes
3. Students participated in learning
4. Students developed useful skills
5. Lesson contributed to self-development
Other important features observed

1.
2.
Total
Total out of 80 = . . . . . .(Percentage. . . ./80) X 100 = . . . . . . .
1. Supervisors comments.
2. Strengths of the lesson
;:
C.
d.
3. Areas that could be in future developed
a.
b.
C.
d.
4. Other Suggestions
Supervisors Name:
Signature
5. Teachers Comments
Evaluation of School Culture
Observations made 1 2 3 4
I. School premises are pleasant and clean

2. Classroom and halls are pleasant and well
arranged
3. Student participation in learning is high
4. Interaction of teachers and student are respectful
and friendly
5. Peace, moral values and citizenship are
emphasized
6. Students are happy and lively here
7. There is high moral in the staff
8. Self discipline is evident
9. There are several creative activities going on in
classroom
10. School has interestingly and activities
co-curricular projects
I 1. Complains of quarrels, conflict and bullying are
rarely brought to teachers or principal
12. There is a programme for continued staff
development.
13. Creative ideas are welcome by management
14. Spirit of co-operative responsibility is evident
15. There is productive school community interaction
Total
Total out of 75 =(...... / 75) X 100 = Percentage . . . . . .

BIBLIOGRAPHY
AVP Education Committee. Alternative to violence project manual [Second Level

Course.] 15, Rutherford Place, New York. 1003.
Balasooriya, A.S(!995) Peace education. Learning activities. National Institute of
Education, Maharagama Sri Lanka.
Balasooriya, A.S.( 1994) Teaching peace to children. National Institute of Education,
Maharagama Sri Lanka.
Balasooriya, A.S. (!994) Management of conflict in schools. National Institute of
Education, Maharagama.
Balasooriya, A.S. (2000) World peace through school.(Script) National Institute
of Education, Maharagama.
Balasooriya, A.S. (!997) Values education. 1674/1C 2nd Lane Malambe Road,
Kottawa. Pannipitiya, Sri Lanka.
Balasooriya, A.S. (!998) New methods of teaching values. 1674/1C 2d Lane
Malambe Road, Kottawa. Pannipitiya. Sri Lanka.
Balasooriya, A.S. (2000) Mediation process. 1674/1C 2ndLane Malambe Road,
Kottawa. Pannipitiya, Sri Lanka.
Brown, George( 197 l)Human teaching for human learning. Viking, New York.
Coover, Virginia et al (1985) Resource manual for living revolution. New Society
Publishers, 4722 Baltimore Avenue, Philadelphia P.A.
Canfeid, Jack (1975) 101 ways to enhance self-concept in the classroom. Prentice
Hall, Engle Cliffs.
Dewy, John (19 16) Democracy and education. Free Press. London
Donna Brandes and Howard Phillips (1977) Gamesters handbook. Stanley Thrones
Publishers Ltd. York University.
Donna Brandes (1982) Gamesters handbook two. Stanley Thrones Publishers Ltd.
York University.
Fountain, Susan (1988) Learning together- Global education. Stanley Thrones
Publishers Ltd. York University.
Herzog, Stephanie( 1982) Joy in the classroom. University of the Tree Press Boulder
Creek, California 5506.
Kreidler, William, 1.(1991) Creative conflict resolution. More than 200 activities
for keeping peace in the classroom. Foreman, Scott, Glenview.
Lawrence, D. (19870 Enhancing self-esteem in the classroom. Paul Chap Press.
London.
Maslow, Abraham H, (1968) Towards a psychology of being. Second Ed. Van
Nostrand Reinholf.
Pruzman, Priscilla et al (1988) The friendly classroom for a small planet. Program
Fellowship of Reconciliation, New Society Publishers Ltd. London.
Pike, Graham and David Seiby (1993) Global teacher - Global learner. Hodder &
Stoughton Ltd. London.
Schmidt, Fran and Alice Friedman (1983) Creative conflict solving for kids.
Grace Cotrino Abrams Peace Education Inc. P.O.Box 19-1153 Miami Beach
FL 33119.

Learning The Way of Peace: A Teachers' Guide To Peace Education

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Learning The Way of Peace: A Teachers' Guide To Peace Education

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Learning the Way of Peace

A Teachers Guide to Peace Education

United Nations Educational,

First published : 2001

1 Conclusions Reached at the UNESCO Regional Seminar on Curriculum

17. Encourage member states to formulate government policy to institutionalize

Colombo, Sri Lanka

May there be Peace!

foundation and a variety of learning activities, classroom practices and suggestions

Design of the Guide

On seeing this guide a teacher might wonder Is it really necessary to teach

Development of Peace Education

l Peace education is skill building. It empowers children tojnd creative and

It is interesting to mention here an evaluation done on affective learning

What is Peace Education? 7

THE WAY OF PEACE

to a few concerned. Peace-building with such fragmentary perspectives is doomed

2. How is peace viewed in your religion ? Search for references to peace in

HOW TO DESIGN A PEACE EDUCATION

Where are we now?

As we said earlier, the peace education programme in a school is basically a

In deciding the objectives it is necessary to analyse the existing apparent

of potentials and self-discipline will emerge naturally. Teachers have to identify

3. Prepare Plan of Action

WAYS OF INTEGRATING PEACE

To develop childrens peaceful living competencies, a school can work in a

Integration of peace educaiion into school total curriculum

Model of integration ofpeace values into school curricuhm

Language Social Science Religion Physical Ed. Arts

Language includes listening, speech, reading, writing, second language and

Integration of Peace into Formal Subjects

As a teacher your ability to identify a peace value in their different forms as

2. Infuse peace concepts, attitudes, values andprinciples appropriate and relevant

The three components in a value

Cognitive Definition, ways and levels of co-operation, its benefits.

Affective Feelings of sharing, and solidarity. Our past experience

IBehavioural Skills, practices and exercises

Analysis of the Value Co-operation

l What is the purpose of life?

9. Make learning joyful

Select topics in the Arts-drawing, drama, singing, ballet, creative activities-

and responsible decision-making. Using such methods as role-plays, group

and meaningful exercises based on figures in population growth, education, health,

l Organizing campaigns to raise awareness on issues affecting the people and

1. Developing codes of conduct for classes

4. Using special activities and exercises for developing peaceful competencies

Compassion, Hall of Joy. Constant exposure to peace thoughts helps internalize

0 Presenting a days peace thought [by students or teachers].

Students gathered around the teacher as usual in the morning

Understanding the Concept

I It seems to me that anything that can be taught to another is relatively

0 Each child is unique in his complex of capacities, aptitudes, interest and

Understanding Childrens Needs

.--.PmII ..--. _..__

3. Creative expression: e.g. development of the capacities of sense, creative

5. Mediator I 3 .Climate Builder

Teacher b Roles ns a Facilitator

Experiential Learning Cycle

c Draw yourself, in a disaster, e.g. caught in a flood/ a fire/ lost in a forest.

Variation: 1. The leaders can call out two names.

2. Provide literature, handbooks and guides on peace education to the staff.

* Encourage and facilitate teachers to write and produce peace drama.

REDUCING VIOLENCE IN SCHOOL