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The common pedagogic goal for teachers is syllabus and examination oriented. In peace-oriented pedagogy, the focus is not merely on retention of concepts, memorization of texts, or achieving individual goals and excellence but on learning to reflect, share, care, and collaborate with each other. Every topic/lesson has peace- hidden components, which need to be communicated with purposeful planning from a positive and humanistic perspective. The methods of teaching should be creative, child-centered, mostly experiential, and participatory. There is ample scope in the syllabi of various subject areas for teaching students the importance of adopting peaceful means of resolving disagreements and conflicts and avoiding violence; and teachers need to take full advantage of this.Teaching should stimulate positive feelings and foster positive experiences, help in arriving at an understanding of the self, encourage openness to inquiry by raising questions, exploring, and discovering and constructing an understanding of values, and provide an opportunity for applying the knowledge of values the student has learnt. Strategies like questions, stories, anecdotes, games, experiments, discussions, dialogues, value clarification, examples, analogies, metaphors, role-play, and simulation are helpful in promoting peace through teaching-learning. In all of this, what stands out is the crucial role that the teacher plays in an approach to education that promotes a culture of peace. The fact that learning has to necessarily be pupil-oriented does not contradict this. Learning can be pupil-oriented only if the teacher facilitates it. For education for peace, a great deal depends on the peace-motivation of teachers, especially in the integrated approach. The teacher has to be alert to peace opportunities and creative in appropriating them in respect of the curriculum as a whole.


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