Strategies:
Ethical development does not mean the imposition
of do's and don'ts. Rather it calls for devising means
and ways of helping children learn to make choices
and decide what is right, what is kind, and what is best
for the common good, keeping in view the broader
implications for personal and social values.
Children can understand almost everything they
hear and see, but are often not able to reconcile
contradictions between what is said and what is done.
Even a minor disagreement at home can affect children
very deeply. A state of permanent disaffection amongst
the elders in the house or a disintegrating relationship
between parents creates the kind of incalculable fear
and depression that is often manifested as aggression a
few years later in early youth. There is a need to bring parents and teachers together for more than only
academic purposes. The responsibility of development
of personal ethics does not rest solely with either parents
or with the school.
Ethical development follows different patterns
characterising different age groups. During the primary
years, children are still exploring their immediate
environment and developing a consciousness of their
own self. Their behaviour revolves around avoiding
punishment and seeking rewards. They form notions
of good and bad, right and wrong depending upon
what is approved or disapproved by their elders. At
this stage, what they see in the behaviour and action of
adults prompts them to construct their own
understanding of ethical behaviour.
As children grow older, their reasoning capabilities
develop. However, they are still not mature enough to
question assumptions and norms. Inspired by the need
to impress others and validate their self-image as strong
and capable individuals, they tend to violate rules. At
this stage, facilitating reflection on the basis of rules
and norms, restrictions, constraints, duties and
obligations, etc., through discussion and dialogue,
produces insights into the linkage between the collective
good, the value of restraint, sacrifice, compassion, etc.,
which constitute the moral ways of being.
Still later, as abstract thinking is fully developed,
individuals can make well -reasoned judgements about
what constitutes ethical behaviour. This may lead to the
acceptance and internalisation of ethical principles, which
then can be sustained in the long run. Even in the absence
of an external authority, ethically mature individuals
behave in just and appropriate ways, and understand
the basis of rules and, norms, and appreciate how these
contribute to overall peace and order in society.
Our earliest and best teachers found stories and
anecdotes the best way to get across an important spiritual
teaching or social message. Along with this is the universal
fact that every child, no matter how dull or uninspired
his home life, has something to say, some insight to
contribute to a class discussion. The teacher needs to
draw out the children, gain their confidence, and avoid
using threatening language or hostile body language.
Teaching values has often meant exhortations
about desirable behaviour. It has also meant the
suppression and denial of "improper" and
"unacceptable" feelings and desires. This often leads
children to hide their own real feelings, desires, thoughts
and convictions and simply pay lip service to moral
values and ideals, without making any commitment.
Hence the need to move away from mere talk, to a
meaningful discussion of experiences and reflections,
eschewing a simplistic approach to moral behaviour,
and instead exploring and understanding complex
motivations and ethical dilemmas associated with human
behaviour and actions.
Teachers should make deliberate attempts to
infuse and reinforce the importance of peace-related
values that are commensurate with the textual material
taught in school and the developmental stages of
children. For example, teachers can take advantage of
the hidden components in a lesson by using appropriate
strategies to awaken positive feelings, identifying
experiences worth reflecting and, exploring, discovering,
constructing understanding peace-related values.
Strategies like questions, stories, anecdotes, games,
experiments, discussions, dialogues, clarification of
values, examples, analogies, metaphors, role playing,
and simulation are helpful in promoting peace through
teaching-learning. The teaching and practise of ethics
go from the personal sphere to social and
community-oriented thinking and then link up with
global perspectives. A teacher who is oriented to the
perspective of peace can introduce such opportunities
for reflecting at these scales, and identifying the inter
linkages between them. Teacher education programmes
should consider introducing peace education as an
optional subject of study.
