The Relevance of Gandhi's Correlating Principles of Education in Peace Education

Autor/in	Dey, Sweta
Titel	The Relevance of Gandhi's Correlating Principles of Education in Peace Education
Quelle	In: Journal of Peace Education, 18 (2021) 3, S.326-341 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dey, Sweta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2021.1989391
Schlagwörter	Peace; Correlation; Educational Philosophy; Physical Environment; Social Environment; Art; Handicrafts; Moral Values; Ethics; Conflict; Conflict Resolution; Health; Moral Development; Educational Principles; Vocational Education + Suchen Sie Ihr Suchwort? Frieden; Korrelation; Bildungsphilosophie; Erziehungsphilosophie; Natürliche Umwelt; Soziales Umfeld; Arts; Kunst; Handwerk; Moral value; Ethischer Wert; Ethik; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Gesundheit; Moralische Entwicklung; Bildungsprinzip; Ausbildung; Berufsbildung
Abstract	Mahatma Gandhi's life, ideas and educational philosophies on the whole form important cluster in peace education. Gandhi mainly valued three types of correlation in education viz., physical environment, social environment and craft, which are unavoidable in peace studies. Through these correlations Gandhi wanted to develop qualities which were necessary for building a non-violent society. His "Nai Talim" integrated craft, art, health and education into one scheme. Gandhi's approach was ethical, as he believed that moral degeneration was the root cause of all evils including conflicts. Hence, he recommended acquisition of moral value by correlating education with craft, social surrounding and physical environment. This essay seeks to investigate why Gandhi identified these three as basic correlating factors? How far these factors are truly related with peace education and significant in promoting peace? How these correlating principles were accommodated within the educational structure? How far these correlating factors are significant in promoting peace? What is the scope of these correlations in the field of peace education? The present essay attempts to answer all these questions by using both qualitative and quantitative sources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01