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University, College of Teacher Education, Shaheen Nagar, Bidar Karnataka 9448369736 / [email protected]

Abstract

There is no route to peace. Peace is the route. Education for Sustainable development is a dynamic undertaking where every person has a chance to benefit from educational opportunities and learn the life style, behaviour and values necessary to create asustainable future. a framework of education for peace and sustainable development must address the social economic and environmental issues relevant to its context. It means education for sustainable development must contend with the challenges of poverty and inequality, debt, ill-health, poor nutrition and environmental degradation. It will help and play the central role in establishing cohesion and harmony within the local context of mistrust, social unrest, violence and aggression. Peace education plays a dual role in not only attempting to analyse and reduce conflict and violence in its many forms, but to purposefully and actively create the conditions for achievement of a positive peace for individuals, groups and nations. It must bring people together in creative collaboration and cooperation to assist in breaking down ethnic, economic, class, gender and political barriers that cause people to feel alienated. It must involve, learning the knowledge, skills, perspectives and values that will guide and motivate people to lead sustainable livelihoods, to participate in a democratic society. An attempt is made in this paper to throw light on the impediment leading to Peace Education and to develop a culture of peace by using Education .

Keywords: Education for Global Peace Sustainable development

Introduction: At the dawn of the 21 century, what is called ―cross-cultural century‖, international education for peace is becoming more urgent as the result of globalization. What is globalization? First, let us define the term, ―globalization‖. Globalization cannot be explained only by means of economy and information. It is a more complex interaction of people, culture, politics, economy, science, technology, art and education. Globalization is a process of transnational and transcultural interactions whereby global and regional events, decisions and human activities from the remotest corners of the world come to have significant influences on individuals, communities and the world beyond cultural and national borders. Baylis and Smith (2001) states that the word ‗globalization‘ can be distinguished with five general usages. ‗globalization‘ can be distinguished with five general usages.

 Internationalization: intensification of cross-border interactions and interdependence between countries.

 Liberalization: a process of removing government-imposed restrictions on movements between countries in order to create an ‗open‘, ‗integrated‘ world economy.

 Universalization: the spread of various objects and experiences to people at all corners of the earth. Westernization, especially in an Americanized form.

 Territorialisation: a shift in geography whereby territorial places, territorial distances and territorial borders lose some of their previously overriding influence.

Concept of Peace: "Peace is more than the absence of war." "Peace is living in harmony and not fighting with others." "Peace is a calm and relaxed state of mind." Galtung (1996) describes peace in terms of the conditions that hold when a peaceful state is maintained and promoted "Peace consists of positive thoughts, pure feelings, and good wishes." "To stay peaceful requires strength and compassion." "World peace grows through non-violence, acceptance, fairness and communication." "Peace is the main characteristic of a civilized society" (Boulding, 1996). Peace is not just the absence of war; it is the practice of love. In a peaceful society people would work together to resolve conflicts, develop morally, treat each other with justice, satisfy basic needs, and respect each other. In essence, they would live in unity.

As the diagram shows, peace can be categorized into positive and negative phases. In the negative phase, we can see the absence of direct violence such as wars and terrorism as well as the absence of indirect violence such as poverty and hunger. Another negative phase is the absence of personal, social or institutional violence, that is, assault, rape and bullying. In the positive phase of peace we see well-being, social justice, gender equity and racial equality as well as a guarantee of fundamental human rights.

A frame work for Peace education for Peace loving Global citizens

The liberal democracy is a prerequisite of peace education as liberal democracies do not fight one another. A liberal democracy is a starting point for peace education and nurturing peace-

loving global citizens in the 21 century. It is not too much to say that human history is the history of striving for pursuing liberal democracy through the Magna Carta (1215), the Petition of Rights (1628), the Civil War in England (1642-46, 1648-50), the Bill of Rights (1689), the French Revolution (1789-1799), the Civil War St in the US (1860-1865), World War I (1914- 1918) and World War II (1939-1945).

Necessary Knowledge, Skills and Attitudes through Peace Education: One of the goals of international education for peace is to provide all students with the knowledge, skills and attitudes they need to function in their local civic cultures as wellas global civic cultures, living responsibly in a multi-cultural and interdependent world. Whether it is local or global, as Palmer (1981) states, civic culture represents the patterning of how we share a common space, common resources, and common opportunities and manage interdependence in that ―company of strangers‖ which constitutes The Public. What kind of knowledge, skills and attitudes should be fostered through peace education? In order to avoid national, cultural, religious, racial, ethnical and personal conflicts, we should increase knowledge, develop several skills and transform our attitudes through peace education. The necessary scope of knowledge, skills and attitudes in peace education are interwoven and interrelated with each other. These are the centre nerve of local and global actions in order to link ourselves to the rest of the world. We can summarize knowledge, basic skills and necessary attitudes for creating cultures of peace for sustainable human society as follows:

Necessary Knowledge for Peace Education

 Globalization: positive and negative effects of globalization and cultural identities North- South Problems: global interdependence and poverty, civil wars, refugee, child labour and AIDS

 Direct violence: war and terrorism and structural violence: poverty and discrimination The structure of peace and the meaning of well-being

 The concept of citizenship: the legal and fundamental human rights and social responsibility Environment, ecology and sustainable society.

Necessary Skills for Peace Education

1 Communication skills with active listening

2 Reconciliation by integrating opposed ideas and value systems 3 Balancing ethnic, cultural, religious, national and global identities 4 Harmony and cooperation

5 Critical thinking and problem-solving skills 6 Empathy and compassion

7 Patience and self-control 8 Leadership and membership

9 Mediation and negotiation for conflict resolution Transformative Attitudes for Peace Education

 Global village concern and neighbourhood concern for peaceful coexistence  Ecological awareness for a sustainable environment

 Reflective and transformative attitudes towards daily life  Reflective and transformative teaching and learning  Non-violent attitude with tolerance and reconciliation

In the process of peace education, knowledge, skills and attitude above listed should be acquired as practical objectives. Both teachers and students should be familiar with these. The necessary knowledge, skills and attitudes in peace education are interrelated and could be brought to life through the continuous reflective and transformative thinking and actions by educators and their students. As we have learned from history, teachers and students can become influential activists in making today‘s confused world into more peaceful and sustainable one with a globally shared culture of peace.

Role of Teachers in Peace and sustainable development: Teachers plays pivotal role in developing skills in: empathetic listening, democratic leadership, developing children‘s self- esteem and conflict resolution. They also integrate concepts relating to peace education such as national harmony, democratic principles and non-violent conflict resolution skills into their regular classes using a child centred approach. Teachers also create intergroup relationships through sports events art competitions and language camps designed to create opportunities for children of different backgrounds and schools to mix and meet. They teach non-violent attitudes and skills in class rooms and stimulate children‘s creativity and play through extracurricular activities of drama, painting, songs, poems and sporting events. Creativity humour and play form essential elements of any peace education programme where children learn how to be team players, how to cooperate and how to be creative thereby training nonviolent patterns of communication and behaviour. In addition, exercises for inner peace are sometimes included and said to help develop non-violent attitudes. Students are also stimulated to practice democratic values and attitudes through creation of a peaceful school environment which includes democratically organized schools and friendly relationships among students and staff and cooperative relationships with parents and community ―A culture of peace will be achieved when citizens of the world understand global problems, have the skills to resolve conflicts and struggle for justice non-violently, live by international standards of human rights and equity, appreciate cultural diversity, and respect the Earth and each other. Such learning can only be achieved with systematic education for peace‖ (Hague Agenda for Peace & Justice for the 21st Century).

Sustainable Development: Education is a basic component of human development, it‘s the single most important means for empowerment and sustained improvement in all well-being. Sustainable development is 'development which meets the needs of the present without compromising the ability of future generations to meet their own needs (United Nations, 1987).Sustainable development is seeking to meet the needs of the present without compromising those of future generations. We have to learn our way out of current social and environmental problems and learn to live sustainably. Sustainable development is a vision of development that encompasses populations, animal and plant species, ecosystems, natural

resources and that integrates concerns such as the fight against poverty, gender equality, human rights, education for all, health, human security, intercultural dialogue,

Education for Sustainable Development and Peace:

Education for Sustainable Development and Peace is about learning rather than teaching. It therefore requires:

 reforming the structure and nature of basic education;

 reorienting existing education programmes;

 developing public awareness about what sustainability means; and

 building capacity within education systems and across all other ESD partners.

Discriptipons of the Basic terms

Basic terms

Education

Means of transferring culture, knowledge, skills, and habits across generations and between peoples; a human right, incurring learning from experience, guided instruction, training, and research in ways which shape identities and capacities in social, cultural, political and

economic arenas

Citizenship

Broadly conceptualized as a status of equality between members of a political community, more narrowly as the link between a person and a state or association of states (Simon: 20120 sometimes synonymous with nationality, rights of residence, employment, and other kinds of

participation in political, economic, cultural and social life. Peace

A state of harmony and stability (without violence, conflict, or fear), suggestive of healthy relationships, within and between groups, communities, and nations, with the social, economic, and political

order serving a common interest.

Development Multiple processes claimed to be oriented at ensuring growth, equality and well-being, from household to national levels.

Going global through Peace and sustainability Going global

Global peace An ideal of planetary non-violence by which nations willingly cooperate to prevent warfare, voluntarily or by virtue of a system of governance. It sometimes refers to a cessation of all hostility, crossing

disciplinary boundaries to engage with ideas of human rights and animal rights, technology, education, engineering, medicine and

diplomacy (Harris 2008). Global

citizenship

An umbrella term for the social, political, environmental and economic actions of globally-minded individuals and communities on a world scale; the belief is that, rather than affecting isolated societies,

individuals are actors in diverse, local and non-local networks, extending to national and supra-national levels Sustainable

global development

Generic advocacy to promote the needs of the present without compromise to future generations; a vision of development encompassing respect for all life and natural resources, integrating concerns such as poverty reduction, gender equality, human rights,

education for all, health, human security and intercultural dialogue (UNESCO: 2008).

Global education

A means to reveal realities of a globalized world and awaken people to seek justice, equity, and human rights for all; it is seen to encompass Development Education, Human Rights Education,

Education for Sustainability, Education for Peace and Conflict Prevention, Intercultural Education and the global dimension of

Education for Citizenship . Global education is a process of transformative learning, essential to mutual understanding across

racial, cultural, religious, political and geographical divides

Role of Education in Promoting Peace and Sustainable Development: We have seen above that Education for Sustainable Development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. By embracing key sustainable development issues into teaching and learning, education plays a determinant role in critical areas, such as, climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. However, for addressing these, education requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Since education affects all aspects of our lives, we confine this role to three thematic areas in this paper: education, economy and society; education and global citizenship; and education and peace. It is important to mention here that these roles are not exclusive rather they are overlapping.

Education for Sustainable Development and Peace helps children to:

Recognize their worth as individuals, knowing that they are unique; Understand that we are all different in many ways;

See things from other people‘s point of view;

Recognize right from wrong and to have the confidence to choose right; Understand that they have rights and responsibilities; and

Understand the democratic process.

In particular, MGIEP‟s role in implementing the EDSGC should focus on the following:

 Promote nationally, regionally and internationally the lessons of the Gandhian philosophy on peace and non-violence for fostering sustainable development, peace, and global citizenship; Promote regional and international cooperation;

 Catalyze new partnerships with the private sector, with youth, and with media roups;

 Foster monitoring and evaluation;

 Encourage a research agenda and serve as a forum for relevant research on ESDGC;

 Serve as a forum for bringing together important stakeholders such as: representatives of the private sector, faith-based institutions, youth associations, indigenous people, etc.;

 Link Member States that have put in place ESDGC curricula, policies, research, etc., with those Member States that are requesting help;

 Convene flexible working groups on particular topics;

 Fulfil its strategic role with regard to ESDGC; and

 Serve as a clearing house.

Education for Sustainable Development: MGIEP‟s Framework for 21st

Century

Education for Sustainable Development and Peace develops people's skills to take action that improves our quality of life now and for future generations. As the starting point for

developing its framework for the 21 century, it would be meaningful for MGIEP to recognize the fact that there are several crucial questions/issues facing people in all societies. These include:

 How-to preserves and protect the environment, reduce pollution and manage natural resources in a sustainable way;

 How to reduce the inequalities that exist between different people in all parts of the world and protect their human rights; and

 How to develop peaceful and harmonious communities by promoting understanding between people who are different from one another.

A new report issued on June 2013 by a top-level United Nations knowledge network under the auspices of UN Secretary General Ban Ki-moon lays out an action agenda to support global efforts to achieve sustainable development during the period 2015-2030. ―The post-2015 process is a chance for the global community to work towards a new era in sustainable development,‖ said UN Secretary-General Ban Kimoon. This report from the Sustainable Development Solutions Network, the result of collaboration Between top scientists, technologists, businesses, and development specialists, could be a critical input to the work of MGIEP to shape the post-2015 agenda on Education for Sustainable Development and Peace in the Asia-Pacific region. The report, entitled ―An Action Agenda for Sustainable Development,‖ outlines 10 sustainable development priorities, covering the four main dimensions of sustainable development: economic growth and the end of poverty, social inclusion, environmental Sustainability and good governance. The 10 priority challenges of sustainable development

Identified in this report are:

1.End extreme poverty and hunger;

2.Achieve development and prosperity for all without ruining the environment; 3.Ensure learning for all children and youth;

4.Achieve gender equality and reduce inequalities; 5.Achieve health and wellbeing at all ages;

6. Increase agricultural production in an environmentally sustainable manner, to achieve food security and rural prosperity;

9.Protect ecosystems and ensure sound management of natural resources; and 10.Improve governance and align business behaviour with all the goals.

Conclusions: In conclusion, developing global literacy for peaceful coexistence is a key to foster a sense of human solidarity and neighbourhood concern, which enable us to create cultures of peace in multicultural diversity and sustainability. This is a central mission of international education for peace at school. Students and teachers can be major activists of making peace and creating cultures of peace. Peace and security are fundamental to human dignity and development. The sustainable development of any culture is always endangered insecurity and conflict. Human tragedies result in overwhelmed health systems, the destruction of homes, schools and often whole communities, and increased numbers of displaced people and refugees. Education for Sustainable Development plays a key role in promoting values for peace. 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.

References

Koji NAKAMURA, Promoting Cultures of Peace in Japan , International Education for Peace in Higher Education

Maiyo K. Julius, Gladys Ngao, Mulwa David and Mugambi Paul 2012 on Peace Education for Sustainable Peace and Development: A Case of Kenya in Journal of Research in Peace, Gender and Development (ISSN: 2251-0036) Vol. 2(2) pp. 028-033 February 2012

Prof. Nilima Bhagabati 2009 The Green Changemakers: Peace Education for Sustainable Development UNESCO and the Canadian Commission for UNESCO 2017, Ottawa, Canada on The UNESCO Week