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Human and integral education: educational paradigms from the Indian context expanding meanings of peace and conflict.

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Title: Human and integral education: educational paradigms from the Indian context expanding meanings of peace and conflict.
Authors: Kumar, Kamiya1 (AUTHOR) kk2724@tc.columbia.edu
Source: Journal of Peace Education. Dec2022, Vol. 19 Issue 3, p351-372. 22p.
Subject Terms: *Curriculum frameworks, *Culture conflict, Peace negotiations, Caste discrimination, Caste, Collective consciousness, Peacebuilding, Peace
Abstract: Post-independence, the Indian context has witnessed conflicts between religious groups, structural/cultural violence, and discrimination based on socio-cultural factors such as socio-economic status, religion, gender, sexual identity, caste, language among others. Even though the perpetuation of these power imbalances at the macro-national level are being manifested in schools through educational interventions, there are ongoing efforts, as part of peace curriculums, to engage with/transform this culture of conflict towards cultivating a culture of peace. This study seeks to understand how school curriculums engage with ideas of peace and conflict. A document analysis of micro-peace curriculum (two school sites) that incorporated both a deductive and inductive approach of analysis was undertaken. Guided by a critical peace education framework implicating that curriculum engaging with conflict, positive relationships, and transformation can contribute towards cultivating peace guided the process of analysis. Curriculums reveal a focus on human education, a sense of oneness with the self, world and environment, and integral education, developing all faculties of the human being-including the soul and spirit, which are both directed towards addressing sources of structural violence while cultivating a sense of collective consciousness to build a peaceful world. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Human and integral education: educational paradigms from the Indian context expanding meanings of peace and conflict.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Peace+Education%22">Journal of Peace Education</searchLink>. Dec2022, Vol. 19 Issue 3, p351-372. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Curriculum+frameworks%22">Curriculum frameworks</searchLink><br />*<searchLink fieldCode="DE" term="%22Culture+conflict%22">Culture conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Peace+negotiations%22">Peace negotiations</searchLink><br /><searchLink fieldCode="DE" term="%22Caste+discrimination%22">Caste discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Caste%22">Caste</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+consciousness%22">Collective consciousness</searchLink><br /><searchLink fieldCode="DE" term="%22Peacebuilding%22">Peacebuilding</searchLink><br /><searchLink fieldCode="DE" term="%22Peace%22">Peace</searchLink>
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  Label: Abstract
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  Data: Post-independence, the Indian context has witnessed conflicts between religious groups, structural/cultural violence, and discrimination based on socio-cultural factors such as socio-economic status, religion, gender, sexual identity, caste, language among others. Even though the perpetuation of these power imbalances at the macro-national level are being manifested in schools through educational interventions, there are ongoing efforts, as part of peace curriculums, to engage with/transform this culture of conflict towards cultivating a culture of peace. This study seeks to understand how school curriculums engage with ideas of peace and conflict. A document analysis of micro-peace curriculum (two school sites) that incorporated both a deductive and inductive approach of analysis was undertaken. Guided by a critical peace education framework implicating that curriculum engaging with conflict, positive relationships, and transformation can contribute towards cultivating peace guided the process of analysis. Curriculums reveal a focus on human education, a sense of oneness with the self, world and environment, and integral education, developing all faculties of the human being-including the soul and spirit, which are both directed towards addressing sources of structural violence while cultivating a sense of collective consciousness to build a peaceful world. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/17400201.2022.2148639
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        Text: English
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      – SubjectFull: Peace negotiations
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      – SubjectFull: Caste discrimination
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      – SubjectFull: Caste
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      – SubjectFull: Collective consciousness
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      – SubjectFull: Peace
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              Text: Dec2022
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