By Fr Soroj Mullick, SDB –
Fully being aware of the importance of peace, the peace-building process for society through the Church’s educational system, is an urgent need today. Establishing the Kingdom of peace, justice and equality is “that singular destiny towards which humankind must gravitate to find its true identity.”
Pranab Mukherjee, the former Indian president, recently said, “Indians will protect the nation’s religious and cultural diversity against intolerance.” In our troubled times, when “(d)ivisive tendencies, intolerance and prejudiced ‘fear of the other’ seem to be defining us today […] the idea of India will prevail.” This great “historically composite and yet diverse nation” lived through co-existence, assimilating “civilizational values” for 5,000 years – a unique national identity. Irrespective of religion, millions of children especially the most marginalized of society are educated into these values in Church institutions.
Similarly, the Dalai Lama affirmed that India, a secular nation for thousands of years, can be an example of harmony and world peace. India is “capable of combining modern education of science and technology with the ancient knowledge of inner peace, and can be a significant contributor to world peace.” Education, therefore, is important to build up a calm mind through which one can think clearly and enjoy inner peace. According to him, this present generation is to be educated with a combination of science, technology and inner values, for attaining peace through Ahimsa (non-violence) and Karuna (compassion).
Peace studies in the world have been inspired significantly by Mahatma Gandhi (1869-1948 satyagraha) and Gautama Buddha (c. 563 BC – c. 483 BC, Buddhism Eightfold Path), for India has been a land of ahimsa or nonviolence. Mahavira (c. 5 BC), Advaita Vedanta (c. 200 BC – c. 200 AD), Guru Nanak (1469 – 1539, righteousness, moral duty and selfless service), Vinoba Bhave (1895–1982, social harmony and equity), Bhimrao Ambedkar (1891– 1956), Mother Teresa of Kolkata (1910-1997), have influenced peace process in the country.
Following their examples and principles, Christian education needs to inspire the children to become “prophets for change and beacons who spur us onward” who in turn would promotes a culture of peace, in the process of socio-cultural evolution. Through a concrete peace education project the urgency of establishing peace – the ultimate human desired destiny – would be realized.
Cultural violence, contrary to making peace, impairs the fundamental human needs to be met in order to achieve one’s full potential. Often the structural violence (e.g. imperialism) creates cultural violence on the young minds with ideas, values, beliefs, assumptions, myths and images that ultimately can lead to external physical harm.
This in turn, through some cultural forms (language, art, stereotypes, myths, religious beliefs, persecutions, parades, portraits) bring about discrimination based on class, caste, creed and culture. An educative ‘positive peace’ on the other hand promotes harmony, cooperation and integrated relationships, interior peace, unity, equality, human rights and justice.
The United Nations that defines ‘peace’ in terms of a ‘culture’, promotes a culture of peace in order to prevent people from violence, war through a sustainable economic and social development, respect for human rights, democratic participation, tolerance, the free flow of information and disarmament.
Poor children especially that of Scheduled Castes and Scheduled Tribes are often the victims of violence in schools through corporal punishment. This is so due to poor infrastructure, a disproportionate pupil-teacher ratio, and a lack of teacher training. In fact, the Indian educational system is preparing criminals for tomorrow with aggressive actions towards family and society. It hampers their self-perception and relationships, promoting thereby a culture of dishonesty, bullying and aggression.
To reach real peace in the world we need an effective peace education for the children. It has to be part of the public education system to build a sense of mutuality and common identity with a critical mind whereby they can solve their own conflicts, instilling certain common civic values for common good.
A curriculum content based on anti-biased education, working against prejudice and stereotypes with a strong socio-psychological emphasis on personal and internal peace would be of great asset for building a culture of peace. Reaching out to others through friendship and appreciation will help to cope with differences and in the decision-making process.
A teamwork and collaboration would reduce the risks that can accompany social diversity e.g. individualism, communalism, and generate generosity, trust and honesty in the young. The violent temperaments, mob-mentality and bullying behaviours, can be got rid of, through yoga and meditation. These means along with role-plays would make them peacebuilders.
A cleaner environment through personal waste-management would enhance a culture of peace. Besides, symbols, quotations, stories, models, prayers, peace pledge, would enable the young to think, debate, clarify, cooperate and share ideas on greater peace through life experiences.
Teachers have to be models of peace themselves, who would engage in participatory learning with positive classroom management and with right views, motivations and abilities which would in turn help the students to acquire correct values, attitudes, skills and behavioural patterns.
True, it becomes difficult to implement the peace education methodology within traditional ways of educating that are socially or culturally polarized with different stereotypical points of view. It needs, therefore, to involve parents and trained teachers within a conducive environment keeping in mind the crucial role played by great men and women in promoting peace and nonviolence.
To be continued…
Fr. Soroj Mullick, SDB is a Salesian priest from the Kolkata Province. He has a Licentiate in Catechetics and a Doctorate (Christian Education) from UPS, Italy. He has number of years of teaching experience in college and in the formation of future priests. Besides, he has written number of research papers and articles, and has 25 years of Ministry in India and abroad as Educator, Formator, Retreat Preacher, Editor and engaged in School, Parish Catechetical & Youth Ministry. He is now an assistant priest in Bandel Basilica, rendering pastoral and catechetical ministry to the parishioners and to the pilgrims. He can be contacted at [email protected].