Author(s):
Devendra Kumar Chauhan, Vishal Gupta
Email(s):
vishalgupta@mlkcollege.ac.in
DOI:
10.52711/2321-5828.2026.00016 
Address:
Devendra Kumar Chauhan1*, Vishal Gupta2
1Assistant Professor, Dept. of Education, M.L.K.P.G. College Balrampur, Uttar Pradesh, India.
2Dept. of Education, M.L.K.P.G. College Balrampur, Uttar Pradesh, India.
*Corresponding Author
Published In:
Volume - 17,
Issue - 1,
Year - 2026
ABSTRACT:
The highest form of objective for any education is inculcating peace and it is an essential value to be cherished by every individual. The father and mother is the first teacher to their children and peace is nurtured in the family. The peace nurtured at home again enhanced at school. Peace is a broad concept with practical and spiritual connotations. It can imply a state of inner calm or end of conflict. “Peace is what you think it is (or wants it to be). Peace has been understood to mean the absence of conflict or violence and conversely as the presence of states of mind and of society such as harmony, accord, security and understanding. Peace education is a planning strategy of eliminating the conflicts and violence caused by in justice, inequality and human rights, violations, and implementing the ways and means of reducing the same through appropriate teaching and learning tactics by means of producing responsible global citizen to attain and spread the peace in the world. Therefore peace education is a goal of education. Peace is not only the epicenter of the global geopolitics but it has also been one of the most consistent and cherished desires of mankind in every époque. Violence as a discursive method and a mouthpiece of antagonistic epistemologies and hierarchies of value, from youth/gender violence to international warfare, designates peace an imperative task for today’s education. With the aim to synthesize an interpretive instrument for a co-existing, interdependent, and complex system of peace concepts, this paper (1) models an ecology of four peace conceptualizations: Negative peace, Positive peace, Homeostatic peace, Futuristic peace; (2) situates these conceptualizations within peace education and SDGs discourses; and (3) provides theoretical structure for integrating peace and peace education studies in the fields of comparative-international and sustainability education. This theoretical analysis is based on the premise that the purpose, content and scope of peace education for an equitable and sustainable world greatly depend on a concept of peace in the minds of education stakeholders.
Cite this article:
Devendra Kumar Chauhan, Vishal Gupta. Relevance of Peace education in Current Education system. Research Journal of Humanities and Social Sciences. 2026;17(1):87-0. doi: 10.52711/2321-5828.2026.00016
Cite(Electronic):
Devendra Kumar Chauhan, Vishal Gupta. Relevance of Peace education in Current Education system. Research Journal of Humanities and Social Sciences. 2026;17(1):87-0. doi: 10.52711/2321-5828.2026.00016 Available on: https://rjhssonline.com/AbstractView.aspx?PID=2026-17-1-16
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