Real Peacemakers

There is a serious debate in some circles of our society that teacher is a real peacemaker rather than a soldier. The discussion refers to the importance of teachers’ role in resolving conflicts and paving the way towards permanent peace process.

Teaching is a challenging job and its effectiveness is purely based on creativity and commitment. It is a multi-dimensional profession as well. A teacher has to perform different roles inside the class-room to motivate his students for effective learning. A teacher has to update himself professionally with the new trends and ideas according to the needs of his own students and society. Effective teachers are always prepared to reinvent themselves and thus, being able to change constantly, assimilate new ideas to persuade emerging needs of their societies. Teachers are the real change makers if they are dedicated and committed to their profession. It is obviously true for teaching that ‘it is a job that takes a lot of heart’.

The law and order situation in the aftermath of conflict and militancy in KPK, FATA and PATA demands drastic changes in all fronts, including teaching profession as well. Teachers have the capability to address the issue by introducing peace education initiatives. Peace education is basically a process of humanizing education by integrating meaningful learning activities and experiences to make the world a better place. It promotes a unified view of the world and equips students with certain skills in resolving conflicts and managing problems they come across in their daily life. Besides all our political differences, we can’t ignore the quotation of Mahatma Gandhi ‘if we are to reach real peace in this world we shall have to begin with the children”. Real and consistent peace largely depends on educating future generations in all its relevant competencies and behavioral patterns.

Teaching peace will become more effective when it is correlated to the social and cultural values of local society and people’s needs. It requires profound understanding on the part of educators and course designers to pursue a particular conflict resolution. Many of the children and young students attending schools may have confronted with minor conflicts in their daily life. It is now the job of a teacher to enable his students to manage such conflicts constructively. This process usually involves distributive or integrative negotiations where adversaries reach to resolution. It means that working together cooperatively and taking part in meaningful discussions pave the way towards reconciliation, forgiveness and interpersonal relations. Further analysis of the existing curricula will enable teachers to identify relevant contents dealing with concepts of freedom, tolerance, cooperation, respect for others, negotiation, unity, social consciousness, and civic sense etc.

A teacher must be aware of the fact that success of any approach and program mainly depends on the relevant basic knowledge and techniques of its dissemination. Peace is a unified human value and its restoration and enhancement require inner will-power to change him or herself first. Our feelings and instinct must be guided in the light of all available knowledge resources. Only then we will be able to act wisely and smartly. In short, a teacher must be clear in all respect and sincerely free of all types of prejudices. 

  

Multi-dimensional approach is however, highly desirable to address factors contributing towards violent behaviour. Opportunities need to be created that promote culture of tolerance and non-violent values. We need to equip our students with certain skills enabling them to deal with inequalities and injustices. Teaching is one of the important vehicles through which effective changes can be brought about, particularly at the transitional phase of society from war to peace. Teaching can provide innovative ways and means where we can contribute towards a meaningful and consistent future. The approach obviously demands a lot of work on the part of teachers and other stakeholders. Professional behaviour change would be the cornerstone to deal with the situation of our own region. In this regard, it would be an important responsibility of all the stakeholders including policy influencing organizations, to incorporate concepts pertaining peace education in the curriculum of professional colleges and institutions of teacher education.

Above all, the concerned authorities have to keep in mind that dedicated and committed teachers can only be brought on merit-based recruitment policies. The repercussions of nepotism and merit violation now surfaced in our society in the shape of split opinion and violent conflicts even on the issues of national interests. There must be no compromise on the basic qualities, pre-requisites and professional approach of a good teacher. Otherwise, national harmony, cohesion and unity etc will remain distant prospects.