SCHOOL OF EDUCATION CENTRAL UNIVERSITY OF KASHMIR CURRICULUM TRANSACTIONAL STRATEGY (CTS) AEC-PEACE EDUCATION S.NO. COURSE CODE TITLE OF THE COURSE CREDITS MAX. MARKS CIA MAX. MARKS EXTERNAL 1 AEC PEACE EDUCATION 4 40 60 UNIT TOPIC METHODOLOGY NO.OF CLASSES NEEDED UNIT 1: INTRODUCTION Concept of peace and its significance. Lecture/discussion 2 Challenges to peace: Stresses, conflicts, crimes, terrorism, violence and wars Analysis of video clips and creation of media messages 4 Understanding importance of skills and strategies of assessment of the peace-building process in terms of Attitudes, Values, Skills and strategies at institutional level Discussion –cum- lecture/PPT 3 Role of UNO and UNESCO Lecture/ discussion 2 Role of Regional Cooperation councils: EU, AAU, OIC, GCC, SCC Power point presentation & Discussion 4 LEARNING OUTCOMES After completion of this unit, students will be able to –
12
Embed
SCHOOL OF EDUCATION CENTRAL UNIVERSITY OF … PE.pdf · and its significance. ... Levelling off understanding of the four theme in the peace education framework. ... /J-Krishnamurti
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
SCHOOL OF EDUCATION
CENTRAL UNIVERSITY OF KASHMIR
CURRICULUM TRANSACTIONAL STRATEGY (CTS)
AEC-PEACE EDUCATION
S.NO. COURSE
CODE
TITLE OF
THE COURSE
CREDITS MAX.
MARKS CIA
MAX. MARKS
EXTERNAL
1 AEC PEACE
EDUCATION
4 40 60
UNIT TOPIC METHODOLOGY NO.OF CLASSES
NEEDED
UNIT 1:
INTRODUCTION
Concept of peace
and its significance.
Lecture/discussion 2
Challenges to peace:
Stresses, conflicts,
crimes, terrorism,
violence and wars
Analysis of video clips
and creation of media
messages
4
Understanding
importance of skills
and strategies of
assessment of the
peace-building
process in terms of
Attitudes, Values,
Skills and strategies
at institutional level
Discussion –cum-
lecture/PPT
3
Role of UNO and
UNESCO
Lecture/ discussion 2
Role of Regional
Cooperation
councils: EU, AAU,
OIC, GCC, SCC
Power point
presentation &
Discussion
4
LEARNING OUTCOMES
After completion of this unit, students will be able to –
Define the meaning & concept of peace.
Identify the challenges to peace with respect violence, crimes, conflicts, terrorism and
war.
Describe the role of national levels and international level agencies for peace
education.
Understand the importance of skills and strategies of assessment of the peace-building
process at institutional level.
ACTIVITY
Levelling off understanding of the four theme in the peace education framework.
Teacher will display the four research paper of concerned theme in each four corner.
Students will have to write on these themes.
Social justice
Spirituality
Supporting Non-Violence
Strengthening human rights
POINTS FOR DISCUSSION
What did the terms (Social justice, Spirituality, Supporting Non-Violence,
Strengthening human rights) mean to you? How are they relevant to you?.
Do you think the goals of these themes are fulfilled in society? If yes,how? If no,
why not?
What is the relation of the themes to peace, conflict and violence?
SUGGESTED READINGS
Christie, D. et.al. (2002). Peace, Conflict, and Violence: Peace Psychology for the
21st Century. NJ: Prentice Hall.
Harris, I. & Forcey, L. Peace building for Adolescents: Strategies for Educators and
Community Leaders. New York: Peter Lang.
Harris, I. (1988). Peace education. Jefferson, NC: McFarland & Co
Reardon, B. (1982). Militarism, Security and Peace Education: A Guide for concerned
citizens. Valley Forge, PA: United Ministries in Education
Wulf, C. (1974). Handbook on Peace Education. Frankfurt: International Peace
Research Association.
Rokeach, M. (1973). The nature of human values. New York: Free Press.
Clark, I. (2001). The post-cold war order: The spoils of peace. Oxford: Oxford