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
University Press.
Web Sources
www.cultureof-‐peace.info/books/worldpeace/ introduction.html
http://www.transcend.org/
http://jtd.sagepub.com/cgi/content/abstract/6/4/286?rss=1
SCHOOL OF EDUCATION
CENTRAL UNIVERSITY OF KASHMIR
CURRICULUM TRANSACTIONAL STRATEGY (CTS)
AEC-PEACE EDUCATION
S.NO. COURSE
CODE
TITLE OF
THE
COURSE
TYPE OF
COURSE
CREDITS MAX.
MARKS
CIA
MAX.
MARKS
EXTERNAL
1 AEC PEACE
EDUCATION
C 4 40 60
UNIT TOPIC METHODOLOGY NO.OF CLASSES
NEEDED
UNIT 2:
SOME THINKERS
OF HARMONY:
A critical study of
relevant extracts
from the writings of:
Mahatma Gandhi
(‗Brute Force‘ and
‗Passive Resistance‘
in Hind Swaraj)
Presentation –cum-
discussion
2
2.Rabindra Nath
Tagore (‗Civilization
and Progress‘).
Analysis of literature
& Discussion
2
Sri Aurobindo (‗The
Ideal of Human
Unity‘
Lecture/ discussion 2
Jiddu Krishnamurti
(‗Education and
World Peace‘)vel
Discussion –cum-
lecture/PPT
2
Maria Montessori
(‗Peace and
Education‘)
Lecture/ discussion 2
Bertrand Russell
(‗Knowledge and
Wisdom
Analysis of literature
& Discussion
2
Allama Iqbal (‗Is
Religion Possible‘)
Responsibility
Power point
presentation &
Discussion
1
Dalai Lama
(‗Universal
Presentation &
Discussion
2
8. Sahir Ludhianvi
(Parchhaiyan'
Reflection &
Presentation
1
LEARNING OUTCOMES
After completion of this unit, students will be able to –
Develop a taste for reading amongst students.
Read for comprehending ideas, reflect and think on different types of literature.
Make learners appreciate different kinds of writing in different contexts with
reference to peace.
Facilitate self-learning, reflection and ability to express amongst learners.
ACTIVITY
Reading for discerning the theme(s) of the literature.
Analysing the structure of the argument: identifying main ideas, understanding topic
sentences of paragraphs, supporting ideas and examples, terms used as connectors and
transitions ( guided small group discussion)
Discussion of the theme, sharing responses and points of view (small group
discussion)
Writing a response paper ( individually or in pairs)
Presentations of selected papers, questions and answers (large group)
POINTS FOR DISCUSSION
Do you think the goals of these literatures are fulfilled in society? If yes, how? If
no, why not?
What is the relation of the different literature with reference to themes of peace,
conflict and violence?
SUGGESTED READINGS
Allama Iqbal (‗Is Religion Possible‘)
Dalai Lama (‗Universal Responsibility)
Sahir Ludhianvi (Parchhaiyan'
Bertrand Russell (‗Knowledge and Wisdom)
Jiddu Krishnamurti (‗Education and World Peace‘)
Mahatma Gandhi (‗Brute Force‘ and ‗Passive Resistance‘ in Hind Swaraj)
Maria Montessori (‗Peace and Education‘)
Rabindra Nath Tagore (‗Civilization and Progress‘)
Sri Aurobindo (‗The Ideal of Human Unity‘)
WEB SOURCES
wikipedia.org/wiki/The_Reconstuctiion_of_
Religious_Thought_in_Islam
poetryofsahirludhianvi.wordpress.com/.../parchhaiyan-urdu
www.eng-literature.com
www.holybooks.com/wp.../J-Krishnamurti
www.mkgandhi.org/ebks/reflectionson_hind_
https://archive.org/details/Peace_And_Educati
SCHOOL OF EDUCATION
CENTRAL UNIVERSITY OF KASHMIR
CURRICULUM TRANSACTIONAL STRATEGY (CTS)
AEC-PEACE EDUCATION
S.NO. COURSE
CODE
TITLE OF
THE
COURSE
TYPE OF
COURSE
CREDITS MAX.
MARKS
CIA
MAX.
MARKS
EXTERNAL
1 AEC PEACE
EDUCATION
C 4 40 60
UNIT TOPIC METHODOLOGY NO.OF CLASSES
NEEDED
UNIT 3:
ISSUES AND
CHALLENGES
Justice and Peace: The
Constitution as a means
of conflict-resolution.
Lecture/discussion 2
Study of ongoing
conflicts in the political,
economic, socio-cultural
and ecological spheres
Discussion 2
Challenges to peace:
Stresses, conflicts,
crimes, terrorism,
violence and wars
Analysis of video clips
and creation of media
messages
4
Case studies of major
conflicts between nation-
states
Discussion –cum-
lecture/PPT
2
Two world wars and its
aftermath: Large scale
destruction of life and
property
Discussion & Lecture 1
Regional wars, War on
terrorism
Lecture/ discussion 1
War and Markets,
Globalization, Economy,
Politics, Technology
(implications)
Power point
presentation &
Discussion
2
Human life in conflict Presentation & 2
settings: Case study of
areas leading to
displacement, violence or
persistent social turmoil
Discussion
Migration and refugee
crisis across the globe
Analysis of video clips
& discussion
1
LEARNING OUTCOMES
After completion of this unit, students will be able to –
Understand the political, economic, socio-cultural conflict & ecological conflict.
Understand & analyse the conflict resolution by a means of Constitution .
Define & Implement the different globalised term like globalisation, politics
technology with respect to conflict & peace.
Identify displacement, violence ,migration and refugee crisis across the globe.
ACTIVITY
Experiential learning sessions on yoga, meditation, communication skills, conflicts,
their resolution, media influence, cooperative competitive strategies, use of
meditation, art, drama, nature to experience harmony
Reflective journal to record experiences of the day and reflections thereon during the
training programme, sharing and discussing self-expression of change during the
training
.
POINTS FOR DISCUSSION
How our Indian constitution can be used as conflict resolution?
What do you mean by the terms Violence, conflict war & market, globalisation ,
economy ‗politics & its implication with reference to peace mean ?.
Do you think the human life can be settle after displacement? If yes, how? If no,
why not?
What are the migration & refugee crisis across the globe?
SUGGESTED READINGS
Bourke, Joanna (1999). An Intimate History of Killing: Face-to-Face in Twentieth
Century Warfare. New York: Basic Books.
Boyden, Jo, with Paul Ryder (1996). ―The Provision of Education to Children
Affected by Armed Conflict‖. (unpublished paper), Refugee Studies Centre, Oxford.
Convention on the Rights of the Child (1989). Adopted by UN General Assembly 20
November 1989, entered into force 2 September 1990. Geneva and New York: Centre
for Human Rights, United Nations Office, and UNICEF.
Dewy, John (19 16) Democracy and education. Free Press. London
Sommers, Marc (1998). ―Reconciliation and Religion: Refugee Churches in the
Rwandan Camps‖. Occasional paper, Life and Peace Institute, Uppsala, Sweden.
Smith, Donald Eugene (1971). Religion, Politics, and Social Change in the Third
World. New York: Free Press.
Stassen, Glen H. (1992). Just Peacemaking. Transforming Initiatives for Justice and
Peace. Louisville, KY: Westminster/John Knox Press.
United States Department of Education (1998). Early Warning Timely Response. A
Guide to Safe Schools. Washington DC: United States Department of Education.
UNICEF (2000). ―Curriculum Report Card‖. Working Paper Series, Education
Section, Program Division, New York.
Web Sources
http://www.aed.org/publications
http://www.usaid.gov/regions/afr/conflictweb
http://www.ginie.org
http://www.lirs.org
http://www.refugeeproject.org
http://www.UNESCO.org
SCHOOL OF EDUCATION
CENTRAL UNIVERSITY OF KASHMIR
CURRICULUM TRANSACTIONAL STRATEGY (CTS)
AEC-PEACE EDUCATION
S.NO. COURSE
CODE
TITLE OF
THE
COURSE
TYPE OF
COURSE
CREDITS MAX.
MARKS
CIA
MAX.
MARKS
EXTERNAL
1 AEC PEACE
EDUCATION
C 4 40 60
UNIT TOPIC METHODOLOGY NO.OF CLASSES
NEEDED
UNIT 4:
RELIGION, PEACE
AND EDUCATION
Peace as core theme
of world's major
religions.
Lecture/discussion 1
Role of Education in
peace making: Role
of a teacher as
counsellor for peace
Analysis of video clips
and creation of media
messages
2
Analysing life at an
educational
institution
Discussion –cum-
lecture/PPT
1
Critical pedagogy of
peace education
Lecture/ discussion 2
Promoting
dialoguing and
developing
capabilities for
decision-making
Power point
presentation &
Discussion
1
Awareness of
pedagogical skills
and strategies for
removing tensions,
examination fear,
stress, corporal
punishment,
violence and
conflicts in
Lecture/ Presentation 3
educational
institutions
LEARNING OUTCOMES
After completion of this unit, students will be able to –
define the critical pedagogy in peace education
understand different ways to apply critical pedagogy in classroom practices
Explain the different world‘s religion as a major theme & role of religion for
maintaining the peace.
Understand & apply the different strategies & skills for removing tensions & conflicts
at educational institutions.
ACTIVITY
Visits to organisations connected with peace and intercultural harmony, and aesthetic
appreciation to experience peace as reality submission of reports on experiences.
Assignments on topics which require deep understanding and generating
creative/alternative ideas to deal with issues and challenges to peace, few suggested
topics and sharing in groups.
Preparation of collages from newspapers, etc. to highlight issues and challenges to
peace or positive response to them
Developing an action plan for peace in school and local community
Visiting websites on peace education to become familiar with National and
International initiatives, approaches and strategies of peace.
POINTS FOR DISCUSSION
Can education ever be neutral?
What is relationship between education & social action.
Identify some activities of violence prevention for your school.
As a teacher what are some ways that you empower your students.
SUGGESTED READINGS.
Dewy, J. (1916). Democracy and Education, London: The Free Press.
Dhand, H. (2000). Teaching Human Rights: A Handbook for Teacher Educators.
Bhopal: Asian Institute of Human Rights Education
Maria, D. (2003). ‗Value Education for Peace‘, The CTE Journal, 2 (3): 25.
Maslow, A. H. (1968). Towards a Psychology of Being, 2e. Van Nostrand Reinholf.
National Council of Educational Research and Training (NCERT) (2000). National
Curriculum Framework for School Education. New Delhi: NCERT.
Pike, G. and D. Seiby (1993). Global Teacher–Global Learner: Public Report on
Basic Education in India, OUP, (1999).
Reardo, B. A. (1997). Tolerance—The Threshold of Peace. Paris: UNESCO.
Schmidt, F. and A. Friedman (1983). Creative Conflict Solving for Kids. London:
Stoughton Ltd.
UNESCO (1998). Learning to Live together in Peace and Harmony. A UNESCO
APNIEVE Source Book for Teacher Education and Tertiary Level Education.
Bangkok, Thailand: UNESCO Principal Regional Office for Asia and the Pacific.
UNESCO (2001). Learning the Way of Peace. A Teachers‘ Guide to Education for
Peace. New Delhi: UNESCO.
UNICEF (1994). I Dream of Peace. New York: Harper Collins.
UNICEF (1996). Education from Conflict Resolution Project: Final Progress Report
to the U.K. Committee for UNICEF. Colombo, Sri Lanka: UNICEF.
Web Sources
https://www.researchgate.net/publication/287051732
http://daccess-dds-ny.un.org/doc/UNDOC/GEN/N09/443/89/PDF/N0944389.
pdf?OpenElement
www.beta.undp.org/content/dam/undp/library/crisis per cent20prevention/
DisasterConfl ict72p.pdf
www.ineesite.org/uploads/documents/store/UN_Resolution_Education_in_
Emergencies.pdf