ELEMENTS OF PEACE EDUCATION IN GANDHIAN THOUGHT AND ITS RELEVANCE IN CONTEMPORARY SOCIETY, WITH SPECIAL REFERENCE TO NATIONAL EDUCATION POLICY 2020

Abstract

In the present situation peace education is a very important part of our life. Peace education is the process of acquiring some values, knowledge, and developing attitudes, skill, and harmony with one another. It helps people to resolve conflict peacefully or create a peaceful society. Gandhiji is one of the greatest leaders in India who has been associated with peace and non-violence. So, we will always remember Gandhiji as a symbol of peace and non-violence. Everyone wants to live a peaceful and happy life and be able to resolve conflicts. But we each come from different backgrounds and we are influenced by our family, friends, and community. Gandhiji started the Satyagraha movement not only for Indian independence but also for solving all the conflicts in human life. Gandhiji thought that there is no entity in the world without truth because peace and love are achieved through the real truth. This ideology of Gandhiji now has a special effect on the social and personal life of the individual. The main factors of peace education according to Gandhiji are Non-violence, truth, internal growth and stability, goodwill, equality, change of negative attitude, the law of love, avoiding conflict, inherent goodness, etc. These factors play a vital role in peaceful living in a society which is the main objective of National Education Policy 2020 administered by the Govt. of India. National Education Policy 2020 has also described various issues like Justice, Equality, liberty respect for others, democratic spirit, respect for public property, responsibility, cleanliness, the spirit of service, etc. which are deeply influenced by the thoughts and ideas of Gandhiji. . So, the present study seeks to analyze the concept of peace education and the elements of Peace Education in Gandhian thought and its relevance in Contemporary Society, with special reference to National Education Policy 2020. The study was qualitative in approach and data were collected from secondary sources i.e. different types of edited books, newspapers, articles, and journals.